LC 586 

P3 T4 

Copy 1 



A Manual 

for the use of 

Church and Mission 
Schools 

Of the 

Southern Union Conference 

of 

Seventh-day Adventists 



By J. E. Tenney 



SOUTHERN PUBLISHING ASSOCIATION 
1907 



LfiSARYofCWWRESsf 
Two Ooales ftuQQJvea I 

NOV Q lift 

Cetwnsh! Entiy 
i &<J~2x) /<?«?■ 
GLASS A XXc, WO. I I. 

f<?02&3 
\ COPY B. 



AVTt 



Introduction 




For years the educational work of the denomination in 
this field has suffered from lack of definiteness and system. 

The object of this Manual is to assist in bringing about 
a better condition. In manuscript form it has been sub- 
mitted to our leading brethren and educators in this field, 
and is published with their endorsement. 

We trust these pages will be read with much care, and 
that all will unite in the effort to raise our educational work 
to a higher degree of excellence. j. e. t. 




Copyright. 1907 

by the 

SOUTHERN PUBLISHING ASSOCIATION 



Contents 



Aids to the Music Teacher 43 

Definiteness in Work 15 

Proposed Outline. 

Glossary of Musical Terms 41 

Our School Work in a Formative State 4 

Suitable Text-Books Needed — Scarcity of Teachers — Lack 
of Support — Want of System — Brighter Prospects — 
Higher Pay for the Teacher — Needed Reform. 

Outline of Rational Method of Teaching Reading and 

Spelling 51 

Outline of Studies 16 

Plan of Organization 7 

Election of Board — Raising Money — Methods Employed 
— Advantages of the Latter Plan — A Better Plan — 
Length of Term — Securing a Teacher — Location of 
Schools — Near to Nature — Industrial Education — Essen- 
tials of Success — The Standard — The True Standard. 

Practical Suggestions 31 

Recommendations Passed at Convention of Teachers 69 

Relation of the Church to the School 13 

Too Much Expected of the Teacher — Psalms 15:3 — 
Payment of Salary — Teacher's Boarding Place — Parents' 
Meetings — Visit the School. 

Relation of Our Schools to the Public Schools 14 

School-room Suggestions 36 

Personal Appearance — Pleasant Manner — Be Helpful — 
Intermissions — An Attractive School-room — Means of 
Beautifying the School-room — Few Rules — The Daily 
Program. 



Suggestive Program 39 

Text and Supplementary Books 41 

The Teacher 11 

Qualifications — Much is Expected of the Teacher — Rela- 
tion of Teachers to Patrons. 

When Should a School be Organized ? 7 

Favorable Conditions. 

Why Our Schools Exist 3 

Educational Principles — Mission of Our Schools — Faith 
vs. Skepticism — A Sure Foundation — Educating for Eter- 
nity. 



A Manual for the use of the 

Church and Mission Schools 
of the Southern Union Conference 

of Seventh-day Adventists 



Why Our Schools Exist. 

Under this heading it will be in place to quote a few 

important educational principles. 

"It is not the highest work of education to 

ucat ona communicate knowledge, merely, but to impart 
Principles , . f . . ,'.'.,,, 

that vitalizing energy which is received through 

the contact of mind with mind and of soul with soul. It 

is only life that can beget life." 

" Under the guidance of the Holy Spirit, the mind that 
is devoted unreservedly to God develops harmoniously and 
is strengthened to comprehend and fulfil the requirements 
of God. The weak vacillating character becomes changed 
to one of strength and steadfastness." 

" Continued devotion establishes so close a relation be- 
tween Jesus and his disciples that the Christian becomes 
like him in mind and in character. Through a connection 
with Christ he will have clearer and broader views." 

The key-note of the education that should be 

given in our schools is sounded in the quotations 
Our Schools l . _ , M , 

given. Our children and youth are surrounded 

by evil influences on every hand. These cannot be wholly 

avoided. In this world the young must come in contact 

with evil. The only defense a young man or woman can 



MANUAL FOR THE USE OF 



have against sin and its consequences is a strong, upright, 

symmetrical character built on right principles. 

As has been quoted, " It is only life that can beget life." 

Our children must therefore be brought in touch with Him 

who is the life, before the highest manifestations of life — 

growth and development — can appear. 

We are living in an age of skepticism. It is 

popular to doubt God's word and common to 
Skepticism rr , ., . r ~. . 

scon: at the manifestations of Divine power. 

The beautiful account of creation as given in the Bible is 

discredited by the great majority of educators, and theories 

of evolution which discount the power of God are credited 

and taught. Jesus said, " If ye believed Moses, ye would 

believe me, for he wrote of me. But if ye believe not his 

writings, how shall ye believe my words." John 5 : 47. 

A. R. V. Thus are sown the seeds of infidelity. 

Our children must be taught true principles. 
A Sure These we shal] find in the Bible in aH their 

Foundation ■ • ■ 

purity and freshness. I he child that is taught 

to love and revere God's word has a sure foundation on 

which to build a good character and a liberal education. 

We are educating our children not for a few 

ucat ng bnef years upon this earth only, but for eternity. 
for Eternity . 

We desire that they shall be thoroughly prepared, 

not only for the best performance of the duties of this life, 
but for the life that measures with the life of God. Shall we 
not then double our efforts? Shall we consider any sacri- 
fice too great, whether of time or of means, if by it we can 
save our young people to lives of noble usefulness and to 
heaven ? 

Our School Work in a Formative State. 

It has been only a few years since our educational work 
began. All the difficulties and perplexities incident to the 



CHURCH AND MISSION SCHOOLS 



organization and maintenance of schools have been and are 

being- experienced. It may be well to briefly mention a few 

of these that criticism may be lessened and effort enlisted. 

Suitable An almost indispensable aid in giving direction 

Text-boohs and system to an educational work is a series of 

Needed text-books adapted to the work to be done. 

Books are needed which contain the spirit of true education 

and from which every infidel idea and wrong sentiment has 

been eliminated. 

Certain principles of teaching are employed in 
Scarcity of ^ sc j, 6o j s . but the higher the standard to be 
Teachers , , , , 

reached — the greater the work to be done — 

the better qualified must they be who teach. 

Teachers who are qualified from a literary standpoint 
and are at the same time devoted Christian men and women, 
are not as numerous as they should be, hence the diffi- 
cult}' in supplying schools with competent instructors. 

Many have felt the need of Christian schools 

ac ° for their children, but have not been sufficiently 

Support 

impressed with the importance of such schools 

to make them willing to sacrifice for their maintenance. 
Others would contribute more liberally if they were able 
to do so. This inability to properly support our teachers 
has been one of the greatest perplexities. 

Not the least among the difficulties attending 

our school work has been the lack of system. 

Each school has worked independently of ev- 
ery other school. There has been little uniformity in 
length of term, in text-books, or in other respects. 

A few text-books have been published such as 
f § er are ac | a pted to our needs, and others will soon 

be brought out. Teachers of ability and conse- 
cration are entering the work in greater numbers than ever 
before. Many of our schools are now conducted by most 



6 MANUAL FOR THE USE OF 

excellent teachers. Instead of selecting these wherever they 
can be found, we are now looking to our Training Schools, 
which are maintaining Normal Departments, and it is 
largely from these that our primary schools are being sup- 
plied. 
Higher Christian teachers are not working for the money 

Pay for there is in it ; if such were the case they would 

Teachers enter the public schools where their services 

would command much more than they now receive or ex- 
pect. We must notice, however, that it has cost our teach- 
ers considerable to educate themselves for the work ; and 
to secure the advantages that will enable them to advance 
in their profession requires money. When the work of our 
teachers is sufficiently appreciated to bring them the financial 
assistance that is absolutely necessary, well prepared and 
consecrated teachers will enter the work. This condition 
is coming to exist to a greater degree, and more and 
better schools are the result. This is as it should be. 
Christian parents, and some who make no profession of 
Christianity, are coming to see the importance of their chil- 
dren receiving an education such as is demanded by the 
times in which we are living, and are willing to make sacri- 
fices to obtain it. 

Now the important work that lies nearest us is 

eeded t systematize our schools. This can be brought 

Reform , & 

about, — 

First, By outlining the work to be done each year in the 
different branches and grades. 

Second, By the use of uniform text-books. 

Third, By adopting uniform plans for examinations and 
promotions. 

Fourth, By holding teachers' conventions as often as 
practicable, and by all teachers becoming readers of some 
educational paper through which there can be exchange of 
ideas and advanced plans and methods suggested. 



CHURCH AND MISSION SCHOOLS 



Fifth, By teachers and school directors being willing to 
co-operate, not only in their own localities, but for the ad- 
vancement of our schools throughout the entire field. 
Promptness in reporting will be a long step in this direction. 

When Should a School be Organized? 

A church school should be organized whenever there are 

children to attend it, even though the number should not 

exceed six ; and the conditions that will make such a course 

practical and advisable should be encouraged. 

First, There must be a united church upon whose 

hearts there is a burden that the children of the 
Conditions . . 

church shall receive a Christian training. 

Second, The church must be certain of its ability to se- 
cure the services of a capable teacher. 

Third, There must be a spirit of gentleness and Christ- 
like forbearance on the part of the members of the church. 

Fourth, There must be a willingness on the part of the 
entire church membership to aid in supporting the school, 
and not leave the burden to be borne by a few, or only by 
those who have children to attend the school. 

A private school may be opened and may prosper if main- 
tained by only a few members of the church ; but it is in no 
sense a church school in the ordinary acceptance of that 
term. When the church as a whole enters into the work of 
maintaining a school, it may be called a church school. 

Plan of Organization. 

A board of directors consisting of either three 

or five members should be elected bv the church, 
of Board ' 

to serve one year. If the church has not desig- 
nated who should fill the offices of chairman, secretary, and 
treasurer, the board should meet as soon after its election 
as convenient and organize by electing three of its members 



MANUAL FOR THE USE OF 



to fill the above mentioned offices. The secretary can also 
be the treasurer if thought best. 

One of the first duties devolving upon the newly- 
5 " s elected board is to make arrangements for de- 

fraying the expenses of the school, provide suit- 
able room and necessary furnishings, teacher's salary, etc. 

One method sometimes employed for raising the 

s necessary funds is by tuition, wholly. It is de- 

Employed f . . . . 

termined how many pupils will be likely to at- 
tend the school ; and the length of the term having been fixed 
and the wages to be paid the teacher agreed upon, such a 
rate of tuition is charged as will meet the expenses. 

In other schools, a subscription paper is circulated, and 
when enough has been subscribed to cover the expenses, as 
nearly as can be ascertained, the work of organizing the 
school is continued. 

A third plan which is in part a combination of the other 
two is found to be much more satisfactory. Every mem- 
ber of the church is asked to contribute to the support of 
the school. In addition to the money thus raised, a small 
tuition is charged, perhaps a dollar a month for each pupil of 
the first two grades, one dollar and fifty cents for the third 
and fourth grades, and two dollars a month above the fourth. 
If there are two pupils from one family, let the tuition 
be discounted ten per cent. ; if there are three from one fam- 
ily, let the tuition be decreased twenty per cent. ; if more 
than three children attend from the same family, let the 
discount be twenty-five per cent. These figures are only 
suggestive and may be modified to suit the varying con- 
ditions. 

The latter plan has these advantages : All take 

vantages a p art « n k ear j n g the expenses of the school. 

Latter Plan Those contributing who have no children to send 

to the school, provide a fund by which children 



CHURCH AND MISSION SCHOOLS 



may be kept in the school whose parents are not able to 

pay a tuition. 

Every child within the circle of the church should have 

the advantages of the school. 

There can be no doubt that our schools will never 

rise to the fullest degree of excellence until a 
Plan fe 

system of financing them shall be devised that 

shall be both ample and reliable. We firmly believe that 
the second tithe presents such a system. If this were faith- 
fully paid into the conference treasury, it would create a 
fund sufficient to carry on not only church and intermediate 
schools, but aid worthy students in securing an education 
preparatory to entering the Lord's work. 

The church, through its board, should, if pos- 

f ng sible, provide a fund sufficiently large to main- 

of Term ' / . J 

tain the school during eight or nine months 

of the year. 

A school should not be opened without first cor- 

ecur ng responding; with the educational secretary of the 

a Teacher , fe J 

conterence. Upon him rests the responsibility 

of the educational work, and to open a school without his 
knowledge and counsel would be unwise, to say the least. 
Through the educational secretary, the teacher should be 
secured. He is in a position to know the qualifications of 
teachers and their adaptability to the various schools and 
conditions. 

The most favorable location for any school is in 

oca on t j ie countrv. Abundance of testimony can be 

of Schools . , ,;.,', „ ' . , 

found to establish this fact. Our own judg- 
ment, too, plainly teaches us that the cities and towns in 
which exist all forms of wickedness and where temptations 
are found on every side, are not suitable places for the edu- 
cation of children. 



10 MANUAL FOB THE USE OF 



The works of man constantly draw the attention 

ear ° to man, while natural surroundings tend to draw 

Nature . . & 

the mind to Him who is the Creator. 

The most beautiful lessons that can be taught are those- 
which are drawn directly from nature. " Consider the lilies 
of the field," " Behold a sower went forth to sow," " The 
grass withereth, the flower fadeth, but the word of our God 
standeth 'forever." These expressions illustrate the man- 
ner in which the Great Teacher drew from nature, lessons 
of beauty and importance. 

We cannot at this time dwell on the importance 

us r a Q £ j n( j us trial branches being- taught in connection 

Education . b ° ■ 

with the literary subjects. This subject will be 

more fully treated farther on, but we may mention here that 

too great importance cannot be attached to the teacher 

spending a portion of each day in directing the children in 

manual employment. Much of this should be in the open 

air, in the cultivation of flowers, shrubbery, and vegetable 

gardens. 

There are conditions without which the school 

ssent ais ca nnot succeed. Nothing- could be more detri- 
or Success 

mental to the interests of a school than want of 

harmony on the part of those whose efforts should be united. 

Harsh and unkind criticisms should not be indulged in by 

any. Let the 13th chapter of 1st Corinthians be taken as 

the guide in all the relations with each other, and the most 

blessed results will follow. God's way is always best. 

There is great danger of measuring the success 

of a school bv a wrong standard. God's ways 
Standard . . 

and thoughts are higher than man's, even as the 

heavens are higher than the earth. As God's methods of 
work are unlike those of man, even so are the results ob- 
tained from the former more to be desired than those which 
result from human effort. 



CHURCH AND MISSION SCHOOLS 11 

We are not thus to infer that cheap, unsatisfactory 
work is to be excused under the cloak of a vague and indef- 
inite standard of excellence. This is not true. Christian 
schools conducted after God's plan will bring - good results. 
But we have heard good schools condemned because there 
was not as rapid progress made in arithmetic, geography, 
or some other branch of learning as was expected. 

The basis of all true education is character build- 

e rue ino\ This will promote rather than hinder ad- 

Standard b . t . t . 011 

vancement in literary lines. boul culture and 

mind culture should go hand in hand ; without the former 
the latter is useless, and with the soul culture, the culture 
of the mind is natural, easy, and rapid. 

The Teacher. 

Quailflca- The teacher who is to be eminently successful 

tions must possess a variety of qualifications. Much 

more is embraced in teaching than is usually comprehended. 

Wise teachers should be chosen for our schools, those 
who will feel responsible to God to impress minds with the 
necessity of knowing Christ as a personal Saviour." — Test. 
Vol. VI, p. 132. "All who teach in our schools should have 
a close connection with God." — Ibid., p. ijj. 

" Put off all manifestations of self-importance, for this 
can be of no help to you in your work ; and yet I beseech 
you to place a high estimate upon your own character, for 
you are bought with an infinite price." — Ibid., p. 159. 

The work of a teacher is one than which there is none 
higher, none more responsible. 

Aside from a life devoted to the service of God, the 
teacher should have a liberal preparation for the work from 
the standpoint of intellectual attainments. A thorough 
knowledge of the subjects to be taught is, of course, es- 



12 MANUAL FOR THE USE OF 

sential ; but a broader mental training and a wider scope of 
knowledge is important. 

An ability to sing, and to play the organ, will be found of 
great value, not only in the school-room, but in a more gen- 
eral way. A knowledge of hygienic cooking, simple meth- 
ods of treating the sick, and a general knowledge of do- 
mestic duties are qualifications which add much to the 
teacher's usefulness and influence. 
Much is Few professions offer opportunities for more un- 

Expected remitting effort than that of teaching. The 

of tne teacher is expected to be faithful in the perform- 

T p fk f* fa f± *• 

ance of all school-room duties. She will at- 
tend, and be ready to take a part in all the services of the 
church. She will be considered unsocial if she does not 
frequently call on patrons of the school, and with all these, 
she must carry on her heart a burden for the spiritual wel- 
fare of her pupils and for their intellectual advancement. 
But the God whom the faithful teacher serves will give 
needed help and it will be granted sufficient unto the day. 

" Show thyself approved unto God, a workman 

that needeth not to be ashamed." These words, 
of Teacher ■ m . 

to Patrons written by the great apostle to Timothy, tersely 

express the teacher's duty and privilege. There 
is a work to be done in behalf of pupils which is distinctly 
the teacher's, but a complete work cannot be done without 
the most perfect understanding and co-operation between 
teacher' and parents. The school is not to be considered as 
one institution and the home another with a widely different 
mission. The school is the home's auxiliary ; hence the 
importance of the teacher being in close touch with the 
homes from which her pupils come, and the intimate, con- 
fidential friend of parents with the training of whose chil- 
dren she has been intrusted. 



CHURCH AND MISSION SCHOOLS 13 

Relation of the Church to the School 

" Churches where schools are established may well trem- 
ble as they see themselves intrusted with moral responsibili- 
ties too great for words to express." — Test., Vol. VI, p. 204. 

" Let parents seek the Lord with intense earnestness, 
that they may not be stumbling blocks in the way of their 
children." — Ibid, p. 202. 

"A spirit of disunion cherished in the hearts of a few 
will communicate itself to others, and undo the influence 
for good that would be exerted by the school. Unless par- 
ents are ready and anxious to co-operate with the teacher 
for the salvation of their children, they are not prepared to 
have a school among them." — Ibid., p. 202. 

More quotations need not be given to define the attitude 
which the church should maintain toward the school estab- 
lished in its midst. 
Too Much Though the teacher's duties are many, she must 

Expected not be expected to carry the entire burden of 

of tne child-training. God has placed upon parents a 

solemn obligation to see that their children are 
trained for God. Too much must not be expected of the 
teacher. She can do much, but not everything. There is 
a limit to human ability and to human endurance. 
Psalms The beneficent effect of obeying these inspired 

15 :3 words is nowhere more needed or accompanied 

by greater blessings than in connection with our church 
schools. When the patrons of a school and those who 
should be interested in its success refuse to listen to words 
of criticism and censure of the teacher's course, and talk of 
the failures or mistakes she may make only to her and to 
God, the injunction to " bear ye one another's burdens " will 
be obeyed. Let us all seek for that love which " suffereth 
long and is kind ; " that envieth not, that " vaunteth not it- 
self, is not puffed up ; doth not behave itself unseemly, seek- 



14 MANUAL FOR THE USE OF 

eth not its own, is not provoked, taketh not account of evil, 

rejoiceth not in unrighteousness, but rejoiceth with the truth : 

beareth all things, believeth all things, hopeth all things, en- 

dureth all things." 

It is the duty of the church to see that the 

ay men teacher receives regularly and promptly the 

of Salary . * .% . J \ F / 

amount promised. It is very embarrassing to 

the teacher to be called upon to ask for money, and then, 
perhaps, be obliged to wait with great inconvenience. 
Teacher's The teacher is not to be exclusive and fail to visit 

Boarding the homes of her patrons, but teachers are much 

Place like other human beings and enjoy some place 

they can call " Home." The plan of " boarding around," 
as was at one time practiced, may have carried with it some 
sociability, but it also involved considerable inconvenience 
and discomfort. The teacher should have a regular board- 
ing place and a private room. 

We believe it would be well for parents and 

teachers to hold meetings at convenient times 
Meetings , , * , . , • , 

and places. At these meetings the practical 

problems of child training may be studied, and a closer bond 

of sympathy and interest between parents and the teacher 

established. 

A live interest in the school would prob- 

Vtsit the a ^ manifest itself in frequent visits. These 

School . . , . . , . . 

visits made in the proper spirit would greatly 

encourage both teacher and pupils. 

The Relation of Our Schools to the Public Schools. 

No one in any sense familiar with the work of the pub- 
lic schools would venture to criticize or condemn them. 

The education of our children properly belongs to the 
church. The relation of the mind to spiritual matters would 
preclude naturally the idea of the state undertaking the work 



CHURCH AND MISSION SCHOOLS 15 

of education except in a few technical lines. The general 
education is the work of the church ; and had the church 
been faithful to its trust, the state would not have taken 
upon itself this additional burden. In the early colonial 
history of this government, the education of the children 
was in the hands of the church and was essentially religious. 

With the increase of an irreligious element the impor- 
tance of and interest in education lessened, and the necessity 
of the state taking up the work became apparent. 

There is no questioning the excellence of the public sys- 
tem of education. For doing the work for which it is main- 
tained it could scarcely be excelled. 

The government cannot provide for moral training. The 
state can have nothing to do with the consciences of people, 
and hence nothing with a training that would in any sense 
involve the conscience. Advocates of Christian education 
do not criticize the public schools. With them we can have 
no quarrel. A noble class of men and women are employed 
as teachers in the public schools, and they do well the work 
assigned them. The work of Christian schools is to educate 
morally as well as intellectually, to give that all-round train- 
ing which prepares men and women to live completely and 
to live eternally. The state educates for time ; the church 
educates for time and eternity. 

Definiteness in Work. 

It is of the greatest importance that teachers work to 
some end. There is great loss of time and energy when this 
is not the case. 

At a recent convention of teachers in the South, 
ropose ^ s matter came U p f or consideration. The fol- 

Outline . ,...,.„. 

lowing outline for the different grades was pre- 
pared. It is believed that if the outline is carefully fol- 
lowed in all of our schools, the results will be satisfactory. 



16 MANUAL FOR THE USE OF 



Outline of Studies 



Grades One to Bight. 

Note. — A grade should represent a year's work ; but 
where there are fewer than eight months of school in the 
year a longer time will be required. 

First Grade. 
Bible. — 

Simple Bible stories. Ten subjects from the Old Testa- 
ment — 

I. Story of Creation. 2. Eden. 3. Flood. ' 4. Abra- 
ham. 5. Jacob. 6. Joseph. 7. Moses. 8. Ruth. 9. 
Samuel. 10. David. 

These stories should be told and read to the children 
until they are perfectly familiar with them and are able to 
reproduce them in good language. 

Little children of this grade cannot dwell upon details 
as they will be able to do in the following grades. 

Books of reference for the use of the teacher : Patriarchs 
and Prophets, Bible Nature Text-book, Desire of Ages, 
Christ's Object Lessons, Great Controversy, and Ministry 
of Healing. 

Reading. — 

Black-board work followed by True Education Reader 
Series, No. 1. Teachers should have this book as a guide 
to the black-board work. A careful study should be made 
of the ■" Suggestions to Teachers " in the Introduction, pre- 
paratory to taking up this work. 

Supplementary reading: Our Little Folk's Bible Nature. 

Correlated subjects: Spelling, language, writing, and 
drawing. 



CHURCH AND MISSION SCHOOLS 17 

Language. — 

Language should be correlated with reading in this 
grade. Special care should be given to correcting the lan- 
guage of the child and in teaching the more s'imple use of 
capital letters and the period. Much depends on the child 
forming a taste for beautiful language, and hence his at- 
tention should be constantly called to the word pictures, and 
he should be encouraged to form short, simple sentences and 
to write such sentences neatly. 

Numbers. — 

Combinations of numbers, I to 20. 

Suggestions : Thoroughness in this work is important. 
Use concrete work largely. Objects to illustrate will be 
helpful. Insist on neatness in all written work. 

Bible and Nature. — 

Creation and Redemption. — Suggestions : The reason 
for combining Bible with Nature in one class is that the 
children may early be led to see that the God of the Bible 
is also the God of Nature. The w r ork in Bible and in 
Nature for this grade is oral ; and if properly conducted will 
lay a good foundation for the study of the sciences. The 
children will become acquainted with God and his great plan 
and will be led to live in harmony with Christ, their Creator 
and Redeemer, that they may have a home in the earth made 
new. 

Music. — 

Note;. — At least two music classes should be organized 
in schools composed of grades one to eight. The first class 
may include grades one to three, and should recite at least 
ten minutes a day. Text-book : Primer of the Modern Mu- 
sic Series. 

The second class may include grades four to eight, and 



18 MANUAL FOR THE USE OF 

should recite at least twenty minutes a day. Text-book: 
First Book of the Modern Music Series. 

The first thing the teacher should do is to teach a rote- 
song. Let the song be very simple, such as " The Squir- 
rel's Tea," " My Dolly," or " The Wind Mill," found in the 
early pages of the Primer. To avoid monotony, let the 
children begin to learn a second song as soon as they have 
a little start on the first. After the songs have been thor- 
oughly learned they should be analyzed. An outline of such 
analysis is here given. The teacher should become familiar 
with these terms and teach them with clearness and thor- 
oughness. See Glossary, page 41. 

Analysis of the Song. — 

1. The phrase (a complete section of the song). 

2. Accent (special emphasis on the first beat in each 
measure). 

3. Beats and measure. 

4. Tone, do, as the point of melodic repose. 

5. Tone, sol, as the point of half repose. 

6. Tone lengths in terms of beats (one, two, and three 
beat tones). 

7. Tonalizing melodies (singing by syllables). 

Teach a number of scale songs and make comparison be- 
tween them and the scale. After having learned and an- 
alyzed ten or fifteen songs, represent phrases of them on the 
board. 

Drawing. — 

Drawing correlated with reading. Augsburg's Drawing 
Book No. 1 in the hands of the teacher. Appropriate sub- 
jects should be selected from the book and placed upon the 
board. Leaves and other designs may be traced and col- 
ored with water colors. All the work should lead toward 
free-hand drawing. 



CHURCH AND MISSION SCHOOLS 19 

Busy Work. — 

Busy work as suggested in True Education Reader Se- 
ries, Book i. 

Second Grade. 
Bible.— 

Six Bible stories from the New Testament. These sto- 
ries should be told with greater detail than those of the 
first grade, and the pupils should be required to carefully 
reproduce the stories, special care being taken to correct the 
language. Write portions of the stories if possible. 

i. Birth of Christ. 2. Childhood of Christ. 3. Bap- 
tism of Christ. 4. Jesus the Messiah. 5. Crucifixion and 
Resurrection. 6. Ascension and Promise of Return. 

Teacher may use the same reference books as mentioned 
under first grade. 

Reading. — 

Review latter half of Book One and begin Book Two of 

True Education Reader Series. 

Supplementary reading : " September to June." 
Correlated subjects: Spelling and language. 

Language. — 

As in the first grade, let the language be correlated with 
the reading. Advanced work, however, should be required. 
More difficult sentences can now be studied. Other uses 
of the capital letters, period, and question mark can be 
learned. Simple composition work can be undertaken, great 
care being given to the neatness of the writing and to the 
spelling. 

Arithmetic. — 

Combinations of numbers, 1 to 100. Observe carefully 
suggestions for first grade work. Pupils should be able to 



20 MANUAL FOB THE USE OF 

solve problems with combinations of numbers not higher 
than ioo in addition, subtraction, multiplication, and divi- 
sion. Insist on all written work being neatly performed. 

Bible and Nature. — 

The attention of the child should be called to the beau- 
tiful references made in the Bible to things in nature. The 
flowers, seeds, growing grains, clouds, dew, rain, wind, etc. 
Spend considerable time with the children in the open air 
acquainting them with the infinite variety to be found in all 
of God's created works. Teach them the varieties of com- 
mon trees and leaves ; with the manner in which trees grow, 
and the purpose of each of the parts of the tree — roots, 
branches, leaves, sap, etc. Follow the same plan with the 
grass and other things that grow around the school. Talk 
also of birds and animals, teaching the children what the 
Saviour has said about these things. 

Music. — 

Review the familiar songs and teach new songs by rote. 
Continue the work of the first grade. Encourage singing 
by rows, groups, and individuals to develop independent 
singing. Teach measures as determined by the accented 
beat. 

Tone lengths : Review one, two, and three beat tones 
and teach the half beat tones. 

Rests : Get the children to see that the rests receive 
beats as well as the notes. 

Tonality : Take a familiar song. Sing the syllables of 
the first phrase for the children several times, letting them 
repeat it after you. Let them place marks on a staff where 
the notes should be, while others sing the notes. Have noth- 
ing but one beat notes for this work. Use a key in which 
Do goes no lower than the first line, because there is not 



CHURCH AND MISSION SCHOOLS 21 

time to place lines below the staff. In learning a new song 
by note, have the children memorize a phrase at a time. 

Copying music : Let the children copy some phrases of a 
familiar song. Do not require them to make the clef and 
time signatures. 

Drawing. — 

Follow the directions carefully as given under grade one. 

Busy Work. — 

Continue busy work, following the outline given in the 
reader. 

Third Grade. 
Bible.— 

Four stories from the New Testament. Make these 
more than stories. By the time pupils have reached this 
grade, they should be able to do considerable thinking, and 
the topics that are here suggested should be amplified and 
dwelt upon at considerable length'. After the subjects are 
fully understood by the pupils, let them be written out care- 
fully for permanent reference. See that the sentences are 
correctly formed and the spelling accurate. 

1. The Apostles and Their Words. 

2. The Reformation of Luther's Time and the Advent 
Movement of 1844. 

3. The Second Coming of Christ. 

4. The New Earth. 

Teachers use the same reference books or others that 
may be found to be helpful. 

Reading. — ■ 

Complete and review Book Two, True Education Reader 
Series. 

Supplementary Work : Long's Home Geography. 

Correlated work : Spelling and language. 



22 MANUAL FOR THE USE OF 

Language. — 

When pupils have reached this grade they should be able 
to take a more comprehensive view of language. Its beauty 
should appear to them as never before. Beautiful selections 
should be made by the teacher and committed to memory by 
the pupils, a constant effort being made by the teacher to 
keep the beauty of the language before them. 

Let there be considerable simple composition work, and 
no careless, poor work be allowed. In the reading work, 
give special care to expression. In this grade one or two of 
the uses of the comma may be studied. Capital letters, the 
period, and the question mark should be used correctly. 

Arithmetic. — 

Book One, Milne's Progressive Series, completed to 
fractions. Give special attention to drills on the. funda- 
mental principles. Give much mental work. Let prob- 
lems, except such as are required for mental drills, be con- 
crete and practical. Require neatness and accuracy. Have 
each pupil keep a book in which solutions of problems are 
placed for permanent record. As an aid to neatness, re- 
quire pupils to leave note books with the teacher when they 
are not in use. 

Bible and Nature. — 

Teach truths regarding the germination of seeds. If 
possible, let the children have beans and peas to plant. 
Have them keep some seeds in water until the embryo can 
be plainly seen enclosed in the seed. Then study the grow- 
ing plant, its roots, stems, leaves, nourishment, etc. Show 
the importance of the parts of the plant remaining in con- 
nection with the stem. Study John 15. 

Attention should be given in this grade to domestic ani- 
mals, their care, habits, and usefulness. 



CHURCH AND MISSION SCHOOLS 23 

Music. — 

Review the newer problems in the second grade work. 
Continue teaching new rote songs which contain new prob- 
lems along the same lines as they have been studying. 

Tone lengths : Review two-beat, three-beat, and half- 
beat tones ; also teach one-and-one-half-beat tones. 

Study six part measure, dividing the six beats into two 
groups. Study rounds having two parts to them. 

Written work: There should be a certain time set apart 
for writing music every few days. 

Teach the tonic cord. Help the children to compose 
simple, short melodies, and afterward to write them. 

Drawing. — 

See grade one. 

Busy Work. — 

Card-board sewing, paper cutting and pasting, weaving, 
sewing, etc. 

Fourth Grade. 
Bible.— 

Mrs. McKibben's Bible Lessons, Nos. i and 2. 

Reading. — 

True Education Reader Series, No. 3. 
Supplementary work : Coleman's Health Primer. 
Correlated subjects: Language and spelling. 

Language. — 

Let the composition work be continued. Do not lessen 
the amount of memorizing required. Good judgment must 
be exercised, however, in not requiring the committing of 
selections that are too long and difficult. 

Give drills constantly on neatness in writing and in spell- 
ing. It will not be out of place to display upon the walls of 



24 MANUAL FOB THE USB OF 

the school-room some of the work that is very neat and 
correct. 

Arithmetic. — 

Complete Book I. See that each principle taught in this 
book is well understood. Review, and have students solve 
problems not in the book containing the same principles as 
outlined in the book. Give attention to rapidity and accu- 
racy. Carefully consider pages 218-229. 

Measuring. Continue note book. 

Bible and Nature. — 

Nature and Physiology. — As the Primer of Coleman's 
Series of Physiologies is introduced as a supplementary 
reader in this grade, it seems a proper time to take up an 
elementary study of this important subject. Let the primer 
be the guide in this study, but add to the interest by talking 
to the pupils regarding the wonderful things connected with 
our bodies and the solemn obligation that rests upon us to 
care for that which God has so wonderfully made and given 
to us. Make frequent reference to the Bible in teaching 
this subject. Portions of the 139th Psalm and other scrip- 
tures will be helpful. 

Music. — 

Preparation for two-part singing by means of rounds. 
Pitch names (letter names of lines and spaces). Have pu- 
pils sing the scale with pitch names. Explain how the G 
clef determines the pitch name. 

Chromatic tones: Start with ft, then take up di, ri, si, 
li, and te. 

Drawing. — 

The length of the drawing lesson should be fifteen or 
twenty minutes, alternated with writing. Begin with chap- 
ter 4 of Augsburg's Drawing No. 1 and follow the outline 



CHURCH AND MISSION SCHOOLS 25 

closely. Blank drawing books may be used by the pupil 
and collected at the close of the lesson. 

When chapter 10 is reached, chapter 14 on brush draw- 
ing may be taken up, continuing through the book. Any 
good drawing book may be used by the pupil for supple- 
mentary work. 

Busy Work. — 

Carry on the same line of work as the third grade, only 
more difficult. 

Fifth Grade. 
Bible.— 

Mrs. McKibben's Bible Lessons should be continued in 
this grade. It will probably be best to have the fourth and 
fifth grades combined in this Bible study. Great care should 
always be taken to impress upon the minds of the pupils 
the spiritual lessons. Never be satisfied with a mere com- 
mitting of the fact mentioned in the' text. If the souls of 
the children are not fed the study will have but little value. 

Reading. — ■ 

True Education Reader Series No. 4. 

Supplementary work : Hooker's Child's Book of Nature 
No. 1, Stories of Great Americans for Little Americans, 
Bell's Language No. 1. 

Correlated subjects: Language and spelling. 

Language. — 

Language should be correlated with reading in these 
grades. It should include composition and letter writing 
with a knowledge of punctuating the same ; also the uses of 
capitals, initials, titles, and abbreviations. 

In addition to the above Bell's Language No. 1 should 
be used as suggested under the subject of reading. 



26 MANUAL FOR THE USE OF 

Arithmetic. — 

Introduce Book Two and complete work as far as Part 
Two. Read the author's preface. Review. Teach thor- 
oughness but see that pupils work rapidly as well as accu- 
rately. Give special attention to cancellation, measurements, 
and industrial problems. Have daily mental drills. Con- 
tinue the use of the note book. 

Geography. — 

Morton's Elementary Geography should be introduced 
in this grade. The text is so clear and definite that few 
directions to the teacher are necessary. 

Do not allow the study to become a mere form. Always 
see that the children are kept interested. Much depends on 
the class being kept absorbed with the subject under consid- 
eration rather than with the bare words of the text. The 
teacher must be filled with the subject. 

Physiology. — 

Coleman's Physiology for Beginners should be used in 
this grade, combining it with the sixth grade. The lessons 
should be made as practical as possible, impressing upon the 
minds of the pupils their application to their own lives. 

Music. — 

More two-part singing than in the fourth grade. Re- 
view pitch names and staff; do more with chromatic tones, 
teaching them to sing them as they occur in hard intervals. 

Teach the relationship of keys. Help them to under- 
stand a little about modulation. 

Drawing. — 

See grade four. 



CHURCH AND MISSION SCHOOLS 27 

Sixth Grade.- 
Bible.— 

The lives of the patriarchs, together with a history of 
the children of Israel as far as the reign of Solomon. 

Reading. — 

True Education Reader Series, No. 4. 

Supplementary reading: Hooker's Child's Book of Na- 
ture, No. 2. 

If it seems best, this grade may unite with the fifth in 
reading. 

Language. — 

Composition work should be required in this grade, at 
least one exercise each week. Some oral work consisting 
of three or five minute talks, the subjects to be supplied by 
the teacher, should be given frequently. To vary the exer- 
cise the pupils may prepare talks on certain subjects. The 
work may also be varied by stories being read by the teacher 
and reproduced either orally or written. 

For a text-book, Bell's Language No. 2 should be used ; 
and the first six chapters thoroughly assimilated. The 
questions in the text being closely followed. 

Arithmetic. — 

Complete Book 2. Review book carefully by giving at- 
tention to principles involved in each new subject. Show 
pupils that the principles of addition, subtraction, multipli- 
cation, and division are employed even in the more difficult 
problems found in this book. Consider carefully percent- 
age and the principles of measurements and equivalents. 
Continue note books. 

Geography. — 

In this grade considerable attention should be given to 
practical geography. Pupils should become familiar with 



28 MANUAL FOR THE USE OF 

all of the natural divisions of land and water. These can be 
illustrated by means of maps moulded in sand or other con- 
venient material' It will be well to take the children out 
of doors, making them acquainted with the physical features 
of the locality in which they live. Why a brook is small 
or large ; why it flows in a certain direction ; is the brook of 
any value? What? Why does the wearing of the earth 
by the water change from side to side of the stream ; what 
becomes of the soil thus worn away? and many, many like 
problems that will stimulate thought and prove beneficial. 
The conclusions can be written out and used as subjects for 
language work. 

Physiology. — 

Combine the pupils of this grade with those of the fifth 
grade in the study of Coleman's Physiology for Beginners. 

Music. — 

Continue the two-part singing. Review the chromatic 
tones and take up le, se, me, and r'd. 

As a preparation for three-part sin'ging have drills in 
chord work. Take up work in minor scales. Teach four- 
beat tones. 

Drawing. — 

Read directions under grade four. 

Grade Seven. 
Bible.— 

Kern's New Testament History. 

Reading. — 

True Education Reader Series, No. 5. 

Note. — If, on reaching the seventh grade, the pupils 
are proficient readers, the separate drill in reading may be 



CHURCH AND MISSION SCHOOLS 29 

discontinued, as the necessary amount of drill may be ob- 
tained in the Bible recitation. 

The different grades in reading should be combined as 
far as possible. 

Language. — 

The same work as outlined in grade six should be car- 
ried forward, more and better work being required of the 
pupils. 

Bell's Language No. 2 should be completed to chapter 
13 as suggested in the preface, page 149. An outline in- 
cluding the work completed in this chapter should be made. 

Arithmetic. — 

Book Three, to interest. 

Note. — Give regular and systematic drill in mental 
arithmetic every day. This may be along lines of practical 
problems in every-day affairs, such as the measurement of 
lumber, land, plastering, value of goods, etc., or it may be 
in rapid mental calculations in the fundamental operations. 
These methods should be combined, that is, used with such 
frequency as to prevent weariness of either. 

Rules, instead of being learned from the experience of 
others, should be developed by the pupil himself. Devel- 
oping rules and principles is one of the best means of cul- 
tivating exactness in oral and written language. 

As soon as the pupil has advanced sufficiently in the 
study of numbers to enable him to do so, he should be re- 
quired to state the operations clearly, both in figures and 
by analysis. Here as in no other place is the skill of 
the teacher manifest. Every new operation or combination 
should be introduced concretely, and after the operation is 
well understood by the child, it may be fixed permanently 
by abstract drills. 



30 MANUAL FOR THE USE OF 

Geography. — 

Morton's Advanced Geography. 

The value of map drawing and molding cannot be too 
strongly recommended. As each subject is studied, the in- 
formation gained should be represented on the map by dots, 
lines, colorings, or words. Imaginary trips to various coun- 
tries will also prove of value by impressing truth and in 
putting life and interest into the work. Our mission work 
should be taught, location of missions, number of workers, 
etc. 

Nature Study. — 

Nature Study should be taken up in a very definite way 
in this grade, with Cady's Bible Nature Study in the hands 
of the teacher and the nature note book in the hands of the 
pupils. 

Music. — 

If the pupils do not know the following points by this 
time, teach them : Names of clefs and what key they furnish 
to the staff, the key signatures, the chords built on the dif- 
ferent tones of the scale in their three positions, and some- 
thing about modulation. Introduce bass in the seventh 
grade and tenor in the eighth grade. 

Drawing. — 

See grade four. 

Eighth Grade. 
Bible. 

Kern's New Testament History, Vol. 2 ; the Acts of the 
Apostles. 

Reading. — 

See grade seven. 



CHURCH AND MISSION SCHOOLS 31 

Language. — 

Bell's Language No. 3 should be used and completed 
in this grade. 

Arithmetic. — 

Beginning with interest in Book 3, complete the text and 
take supplementary work as outlined under grade seven. 

Physiology. — 

Coleman's Elements of Physiology should be used and 
completed in this grade. Special pains should be taken 
with the Thought Lessons. Reviews and practical appli- 
cations should receive special attention. 

Music. — 

See outline given under grade seven. 

Elements of Agriculture. — 

We would suggest that in this grade it would be well to 
substitute another branch for that of drawing, and Johnson's 
Elements of Agriculture would be an excellent substitute. 



Practical Suggestions 

It may now be in place to offer a few suggestions relative 
to some of the subjects, the study of which has been briefly 
outlined. 

Bible 
In all Bible study the mind should be made ready through 
the agency of the Holy Spirit to receive divine impressions. 
An argumentative study of the Bible brings but little spirit- 
ual blessing. Accompanied by the Spirit's power and with 
the knowledge that the word contains the power of God's 



32 MANUAL FOR THE USE OF 

own life, there is no limit to what can be accomplished 
through a faithful study of the Bible. 

The study of the Bible should always be introduced by 
prayer. Silent prayer by all of the members of the class, 
followed by a few audible words of prayer by the teacher, 
will be found of great aid to the study. The teacher must 
earnestly desire and ask for the divine Teacher to have the" 
class in charge. 

The Bible study must not be allowed to become dry and 
formal. This can be avoided, — 

First, By the teacher having a bright spiritual experience 
every day. 

Second, By the teacher being filled with the subject 
taught. 

Third, By making the instruction plain, simple, and 
direct. 

Fourth, By earnestly asking for the Spirit's presence to 
impress hearts with the truths taught. 

Reading. 

Too great emphasis cannot be placed on the importance 
of the pupil's gaining a thorough, practical knowledge of 
the common branches. Particularly is this true of read- 
ing, spelling, and writing. These subjects should be thor- 
oughly mastered by pupils in all of our primary schools. 

To read with clearness and expression is very important. 
Not how much is attempted, but how well that is read 
which is attempted is the important point. Let the drills 
in expression be continued perseveringly. See that the 
articulation is clear and distinct. Allow no rapid, care- 
less reading. Study to bring out the beautiful in that which 
is read, that a love for good literature may be cultivated. 
Do not call upon pupils of the class to read " by turns," 
but call upon different ones to read, being careful that none 
are slighted. 



CHURCH AND MISSION SCHOOLS 33 

Study Professor Graf's chapter on the Rational Method 
and give special care to the points therein emphasized. 

Spelling. 
Pupils should be drilled in spelling every day they are 
in school. There can be such a variation in method as to 
prevent its becoming wearisome and uninteresting. The 
words should usually be written, divided into syllables, the 
accent marked, the diacritical marks supplied, and the silent 
letters indicated. When this plan is followed ten or a 
dozen words will be sufficient for a lesson. After the words 
have been written, the members of the class can exchange 
papers, the teacher read the words as they should have been 
written, and each mistake marked (not corrected). Then 
let the papers be returned and the pupil required to correct 
each mistake and hand the corrected paper to the teacher. 
Occasionally let the spelling be oral and rapid, not mention- 
ing the marks but pronouncing correctly. 

Writing. 

The muscular movement should be practiced from the 
first until it becomes natural for the pupil to use it. Re- 
gard carefully the following points : — 

See that each pupil is in a correct position and holds his 
pen correctly. Instead of starting out on the formation of 
letters, select exercises involving graceful movements. 
Later, letters can be combined with these movements ; and 
then short words and finally larger words and sentences. 

Do not allow the pupils to crumple and destroy their 
practice papers, but hand them to the teacher, each paper 
bearing the date, and name of the pupil. It will be better 
to have the paper of uniform size if possible. Foolscap 
paper of good quality is not expensive, and is well suited 
to the purpose. The Spencerian pen. No. I is recom- 
mended, with a holder of medium size. 



34 MANUAL FOR THE USE OF 

Arithmetic. 

The outline of the arithmetic work in the grades is so 
complete and the notes so full as to make but little comment 
at this place necessary. 

The science of mathematics is divine in its origin, and 
pupils should be impressed that the principles are not from 
man but of God. 

Let all the written work in arithmetic be done with a 
view to neatness and accuracy. When work is placed on 
paper or on the board by the pupil the statements should be 
so clearly and specifically stated that one who examines 
the work may know the nature of the problem. 

Do not neglect the mental work. Let these drills be 
given for a brief period each day. 

See that much supplementary work is given of a very 
practical nature in both mental and written problems. 

Language. 

The work in language has in view an ability to use sim- 
ple, correct words with which to convey thought. 

There should be more study of the language itself and 
less of the technicalities of the language. " By beholding 
we become changed," and beautiful language constantly 
kept before the pupil will have an effect to give right ideals 
and establish correct habits. 

Much good will come from memorizing beautiful pas- 
sages from the Bible and other books. 

In teaching this branch it is of the greatest importance 
that the teacher be enthused with the beauty and richness of 
the subject. Incorrect language should always be corrected 
when it can be done without interrupting or embarrassing 
the pupil. 

Composition work is an important element of language 
study. Before taking up the exercise let the pupils spend 



CHURCH AND MISSION SCHOOLS 35 

a few minutes in reading some simple, beautiful language, 
and with this impression on their minds let them write. 

Care should be taken not to require too lengthy compo- 
sitions. One or two paragraphs will be found of more value 
if correctly written than more, if carelessly done. Indeed, 
the latter, so far from being a help, is a positive injury. 

The teacher must be patient and persistent. Faithful 
effort will bring success. 

Geography. 

Perhaps no subject in our schools is more poorly taught 
than geography. This is largely true because the teacher 
fails to comprehend the true nature of the subject. It is 
not that the child shall know in what county, state, and 
country his home is, or where a few capes, bays, islands, or 
cities are located on the earth's surface ; a certain amount 
of such information is of value, but it is of much greater 
importance that the child should be taught to think along 
such lines as these : Why does the sandy knoll on papa's 
farm produce poor crops? Why is the grass so thick and 
tall in the low place back of the barn? Where does the 
water come from that forms the brook? Of what use is 
the brook ? What finally becomes of the water in the brook ? 
Make a map of papa's farm. Then take some moist sand, 
or some clay, putty, or other suitable substance, place it on 
a square board, and using an old knife or other instru- 
ment, make it into the shape of the farm, hollowing out the 
low places and making the hills and elevated portions higher. 
Use little blocks to represent the buildings, and show other 
objects by different methods. 

From the study of home geography, the lessons can 
broaden out to the county, state, country, and world. 

Notice that the chief object in the study of geography is 
to stimulate thought. 



36 MANUAL FOB THE USE OF 

Make a specialty of relief-map work, representing on 
these maps the following: Outline, relief, products, indus- 
tries, drainage, cities, etc. 

Physiology. 
The Bible should be made the basis of this important 
subject. The fact that our bodies are the temple of the 
Holy Spirit should give interest and sacredness to the study. 

Nature Study. 

This branch of study is so very broad as to preclude any 
comprehensive outline in this connection. 

The teacher need never lack for interesting material. 
Vegetation in all its varied beauty — the grass, the flowers, 
the trees with their beautiful foliage, the growing and ma- 
turing grains and fruits, the chirping insects and singing- 
birds, domestic animals, their habits, care, and uses — all 
furnish an inexhaustible store of interesting material for 
study. 



Personal 
Appearance 



School-room Suggestions 

The teacher should not dress in a showy, extrav- 
agant manner, but always with neatness and 
simplicity. Much of a teacher's influence either 
for good or bad is the direct result of her personal appear- 
ance. 

Dignity and good order are by no means de- 
Pieasant pendent on a teacher's maintaining a stern au- 

sterity. A pleasant manner, kind words, and 
withal a Christian dignity and bearing will place the teacher 
on vantage ground with both pupils and patrons. 

No one who is in any sense acquainted with the 
e P " work of a teacher will doubt her finding plenty 



CHURCH AND MISSION SCHOOLS 37 

to do in connection with her school work. It is true, how- 
ever, that if a teacher will always try to lighten the burdens 
of others she will find such labor restful as well as a bless- 
ing in other ways. The teacher should employ every means 
that will in any way increase .her influence for good. 
inter- At times of intermissions or in going to or from 

missions school the teacher should be the companion of 

pupils as much as possible. It is of the greatest importance 
that pupils should be guarded from evil influences and ten- 
dencies to wrong doing. 
An The school-room is the place where children 

School V6 spend much of their time. It is therefore im- 
room portant that the room should be made as attract- 

ive and comfortable as possible. Children are greatly in- 
fluenced by their surroundings. An untidy room presenting 
no attractions engenders a spirit of careless indifference on 
the part of the pupils. They will not hesitate to mark walls 
and seats that are already defaced, or to scatter waste paper 
on a floor that is already littered with scraps of paper and 
other evidences of carelessness. 
Means of -^ e ^ ^ ie P U P^ S be encouraged to assist the teacher 

Beautifying in keeping the room clean. It should be swept 
the School- and dusted every day and scrubbed at least once 
a week. Pretty and inexpensive mottoes and 
pictures can be placed upon the walls ; these the pupils will 
be glad to assist the teacher in supplying. Lessons in good 
taste can be taught in the disposition that is made of these 
decorations. 

The teacher should keep the board decorated with a 
pretty border of vines, leaves, and flowers made with col- 
ored crayon. Pretty landscape scenes can be placed in the 
corners of the boards. These decorations should be changed 
frequently. 

It is sometimes an advantage to display some of the most 



38 MANUAL FOR THE USE OF 

creditable work of the pupils. This may be relief maps, 

paper weaving, drawings, or written work. If these are 

used at all they should be changed frequently. 

Few rules should be made ; and these only when 
Few Rules . . , ^ 

a necessity for them becomes apparent. The 

teacher's manner should ever be quiet and pleasant. There 

should be so little noise in the room that the teacher's voice 

can be easily heard and her words understood. She should 

never speak above a common conversational tone, and in 

moving about the room should acquire the habit of doing so 

with as little noise as possible. Let the pupils follow the 

example of the teacher in these important particulars. 

The daily program should be either written 

y neatly at the board, or, if the space cannot be 
Program , , . , . , , , 

spared, let it be written on paper and placed 

where it can be seen by the pupils. 

The following daily programs are only suggestive. They 
must, of necessity, be changed to meet conditions. The 
general plan, however, can be followed. It will be noticed 
that the first is intended for a smaller school of only six 
grades, and for one session ; while the latter is adapted to a 
school of eight grades with two daily sessions. 



o <o 

M — M 

II! 

x^ a 

_ O fD 






to to to 10 « M 


H 


HH O 


O 


o 


o 


VO 


VO vo 


00 00 00 


oc 


£ to hh b £ 6S 


to 

o 

1 


O -f^ 
Cn U\ 


Go 

O 


to 

o 


& 


o 


00 HH 

O Cn 


On 4^. to 
Cn Ui O 


o 
o 


HH tO tO tO 10 HH 


M 


M S 








o 


o 


VO VO 


VO 00 00 


CO 



to O Cn Oo m Cn 4^ 
O Cn O O Cn Cn Cm 



C^ 



^ o 

^ 2. ** 



I. a- £° a 

t/q T3 



CO bd o Jsd co 

n> 3 a: re rt 

P ,wj -t p P 

^ ^ CL Ou ^ 



*r ** 



W 



bd 



O p D £ 



?£?£*> 



p 
3_ t/> ^. <; jn. a* ™ 

55* S" 5' "> o" 2 w 



2 



aq 



Crq CfQ 



>d "^ co co 



2 

O p 

on 

3 co 



bd 
p ^ 

3 <n 



?*?* 



w 



g c 3 

c3 a* j^ 5* B*. n> gt S* O 



5 <* 2 

# g. o. ^ = e 



co 



CO 



w 



co co 3- 



>d ^ £d w w W 

S 2. cocor H rrWbd t> td> ^* > 2 £ £ * 

^^•OTSPPP fi- *-■ g £j 3 Ml 2. g 5? ^ 3 



S-* 5f f- a 1 2. W 2 

■^ 3T 3:crq crq C/q ?T JT w fT 



co 5 



Wco^dcoco^dco co ►£ 



GrQ aq Crq <"& 



CO CO 



^ CO CO 



cocor^rr bd to 

►O-OPPP -• 3: tr) 3: ^ 

- n> 3 3 3 S £ ^ E S 



tr p 

£' g- C3 3tcrq crq flrq 

£0°^ # CO £3 CO CO £d CO 

o 



p CL O- 
D. ^* 3' 



f? ^ ? rr rr =r 






c-tn>£:P rt >r& <t> rr 
c^SpSsOoox. 
-• p pu crq c/q CfQ crq crq n> 

j^ rt co^co^dcoco^ 

Cu 
P 



td bd 

^ CO CO 



!> ,. ^ ». ,. ?d 

2 k> P> > > rt> 
^ 2 2. 2 2 ^ 



CO CO CO CO 



g ^r r GO O bd 

c a>£JPf5(T>m3-- 

cn p-e3000l=^ 

-• cl^ ffq Crq crq aq <t 

pd co^co^Jcoco^ 



bdbdbd>>>>n> 

g g g a- s- 3- e & 

re <t> (D 3 3 >j 3 g' 

^^^^cococo^ 



O 



o 



Co 

J 

CO v^ 
CO >5 



k 5 

^ 
o 
o 






I 

I 



■s 

& 

^ 

^ 






CO 

t 2 

co 

co 

co 



k 



r 



tfP4 to : : 

CO CO |-L| 

•— ) o3 

°3°8£d bo bJOt-f 
• ~ •- r2 fl G 

pq wpr~-~ 



#P< "'S'HK 

-p rt a! 

-M -M CO <U <U fl . 

££x&* So 

0803-3 
PQ.pq m 



tf 



^ be bo be 
"d *d -d 



'u u 

<< 



tfco«p> 



p^p< 

'u 'u 

<< 



& 



>> 

b)0 Oh 
ctf oj 

.-g co 3 •"■ 

i-l bo bo 



<< 



fl Td -d 
£ *coco 

U rG 
^-1 -^ +-> -4-> 



<U -p, M-l 
UJ G 



P4P4 ^ 
P^ bo bop4 # W 

vro^og tn ri 1- 'l 

•d-d^ i- ^ ^ 

tftf CU 



p> • • • 
^P^P4 

*3 *d *d T3 
< 3 G 3 

CO CO CO 



tf P^ 
CO 

co bjn 

^£ 

o r -n 



bo be O -G 

disc's 

g .« co 



2Q^ 



co 



oa 



co 



be be 

Cro 

.3* 



a3 .. Oh 
C to *-< 

o3 g bo 



^h4COi-h 



be g p> p> co p^ 

fl 



fl fl 



"ill** 1134! 

P^P^h4'^ 



p4 3 5 2 o 

rt cti ct! h -1 

"S • . . o 

: : -^ 



tftf 



08 08 -^ ^ 

__. — O "d "3 
Td T3 k3 »-i cu 



03 ^ 



be be ^ be ■ 



^p^p^copij h 
^^fl^P? 



tt Oh 
COCO 



o3o>j 



$V> m CO 



Td Td 



PiP^ 

'H^'Eh 

COCO 

p^p^ 



°3 ^^ beS 



cop> 



CO> 



!> ^ ^ "rt to 

P^cocopQpq^Q 



Cd, fl <u ° 

On CU 

COp> 



p^pi' 

be bo 



CU CU 

CU Oh 

coco 



C0O\O\OM3\OOOO h h 



h « 01 N (OfOfOfO 



cX)00O\O\O\aOOO2HHHHMNHHHMMNfOCOtO 



CHURCH AND MISSION SCHOOLS 41 

Text and Supplementary Books 

Arithmetic, Milne's Progressive Series, Books I, 2, and ■x. 

Agriculture, Elements of, Johnson. 

Bible Lessons, Mrs. McKjbben's, Nos. 1 and 2. 

Bible Nature Text-book. 

Bible Nature Study, Cady. 

Christ's Object Lessons. # 

Desire of Ages. 

Drawing, Augsburg's Book, No. 1. 

Great Controversy. 

Geography, Long's Home. 

Geography, Morton's Elementary. 

Geography, Morton's Advanced. 

Health Primer, Coleman's. 

Hooker's Child's Book of Nature. 

History, Kern's New Testament. 

Language, Bell's Nos. 1, 2, and 3. 

Ministry of Healing. 

Music, Primer of Modern Music Series. 

Music, First Book of Modern Music Series. 

Our Little Folk's Bible Nature. 

Patriarchs and Prophets. 

Physiology, Coleman's Elements of. 

Physiology for Beginners, Coleman. 

Reading, True Education Reader Series, 1, 2, 3, 4, and 5. 

Stories of Great Americans for Little Americans. 



Glossary of Musical Terms 

Note. — In the pronunciation of syllables in music, e 

has the sound of a long, i of e long. 

Musical phrase, — One of the sections of a song into which 
the music seems to divide itself. It usually cor- 
responds with a line of the poetry. 



42 MANUAL FOR THE USE OF 

Rote-song, — A song learned by imitation. 

Accent, — Special force given to the first beat in a measure 
and sometimes to others. 

Tonality, — The singing of music with the syllables do, re, 
mi, etc. 

Scale Song, — A song which follows the scale in its melody. 

Tone length, — The number of beats belonging to a tone. 

Clef, — The sign at the beginning of each line of music 
which denotes whether the notes are for the so- 
prano or bass. 

Pitch names, — The letter names of the lines and spaces — 
c, d> e> f, g, a, b, c. 

Chromatic tones, — The tones that are not essential to the 
scale. They are di, ri, fi, si, li, te, le, se, me, r'd. 

Modidation, — Changing of a key by the introduction of 
sharps or flats. 

Major chord, — A chord composed of three tones having 
two steps between its first and second, and three 
and a half steps between its first and third tones. 

Minor chord, — A chord composed of three tones having a 
step and a half between its first and second, and 
three and a half steps between its first and third 
tones. 

Diminished chord, — A chord composed of three tones hav- 
ing a step and a half between its first and second, 
and three steps between its first and third tones. 

Major scale, — A succession of eight tones occurring in the 
order of two whole steps and a half step, and 
three whole steps and a half step. 

Relative minor scale, — The minor scale which starts on the 
sixth tone of the major scale to which it is re- 
lated. 

Normal minor scale, — The old form of the minor scale hav- 
ing the same notes as its relative major. 



CHURCH AND MISSION SCHOOLS 43 

The harmonic minor scale, — The scale built on the normal 
minor, with the tone a half step higher than the 
seventh, of the scale, substituted for the seventh. 

Melodic minor scale, — The scale which substitutes tones a 
half step higher than the sixth and seventh tones 
as it ascends, and drops to the regular sixth and 
seventh tones of the scale as it descends. 

Folk Song, — A song about something in the natural world. 

Neutral syllable, — Any syllable such as loo or lo, which is 
not the name of a musical tone. 

Interval, — The distance between two musical tones. 

Tonic chord, — The chord which is built on the tonic or first 
tone of the scale. 



Aids to the Music Teacher 

By Kathryn L. Foster 

Note. — It is understood that the following chapter on 
the music work to be done in our primary schools carries 
the w r ork farther than the pupils will be expected to go the 
first year or many teachers be prepared at present to in- 
struct. However, the entire outline should be carefully 
studied and mastered as completely and as soon as possible. 
The music work outlined in the grades should be diligently 
followed and the teacher become more proficient by a care- 
ful study of these pages. 

The teacher should bear in mind these aims as she 
teaches her music : — 

i. To cultivate a musical voice in the child. 

2. To create in the child a love for good music. 

3. To cultivate skill in note reading. 

All that the child learns in the first year is taught through 



44 MANUAL FOR THE USE OF 

familiar rote-songs. The following are some of the char- 
acteristics of good songs for children: — 

1. The subject matter of the poem should be interest- 
ing to the child. 

2. It should be truly poetic and within the child's com- 
prehension. 

3. The melody should be pure, complete in itself, and at- 
tractive to f the child. 

4. The accents of the poetry should coincide with the ac- 
cents in the music. 

5. The melody should not go beyond the range of the 
child's voice. The range for primary children is from e 
above middle c to c above middle c. By the end of the 
year they ought to be able to sing three notes higher than 
that. 

6. The teacher should have a variety of melodies to. teach 
the children, folk songs, songs of play, songs about ani- 
mals, etc. 

First Grade. 

The first thing the teacher should do is to teach a rote- 
song. It adds to the interest if the teacher talks to the chil- 
dren about the sentiment of the song. She should then sing 
it all through that they may get the complete story of it. 

The phrase is the smallest unit with which to work here. 
Teach the first phrase by singing it over and over ; then 
the second phrase in the same way. Then start at the be- 
ginning and sirig through the two phrases. Proceed thus 
with the entire song. 

As soon as the children sing one stanza of the first song 
fairly well, start another song and work on it along with the 
first. In reviewing the first song, start individual singing 
by having the children sing with you a row at a time. Then 
have three or four sing with you and finally, one. 



CHURCH AND MISSION SCHOOLS 45 

The analysis of the song. — The first thing that the chil- 
dren are to see in a song as it is analyzed is the phrase. 
Indicate that they are to sing to a certain place in the song 
which shall be at the end of the first phrase. When they 
have sung it tell them it is a phrase. Teach the other 
phrases of the song in the same way. Observe the phrases 
in every song for a year. 

Accent is the second element of the song that should be 
taught. Two or three beat measure is best because there 
are few beats in the measure. Sing the song for them with 
the accent and again without it to have them feel the dif- 
ference. We are not to call the child's attention to each 
beat at this time, but only to the accented beats. One way 
to get them to notice the accented beats is to stroke on the 
board for the accented beats only, while the children watch 
and sing. Some of the children can try making the strokes 
on the board or pretend they are marking on the desk. 

Next we take up the beat, both strong and weak, show- 
ing that the strong or accented beat begins a new measure. 
Do nothing with the secondary accent at this - time, as it is 
found in four-part measure. In teaching the beat long 
strokes can be made upon the board for accented beats and 
short ones for those unaccented. 

Next we endeavor to get the children to recognize tone 
do, as the point of complete melodic repose. Try to get 
them to feel that do is a place where one can rest without 
looking for more tones to follow. Sing several songs 
through for them, calling their attention to the fact that 
the song does not seem finished until we come to the last 
tone do. If the children seem to be giving their attention 
to the words instead of the effect of the music, sing more 
songs for them with which they are unfamiliar, using a neu- 
'tral syllable. 

Teach the characteristics of tone sol, or the point of half 



46 MANUAL FOR THE USE OF 

repose in much the same way. If you sing exercises ending 
in ti, mi, or some other syllable, and then sing some end- 
ing in sol, it will help them to notice the difference in the 
feeling that it gives. 

Scale songs should be introduced at this time if they 
have not already been used. Make a comparison between 
the scale and the scale song. 

The next thing to be taught is tone lengths in terms of 
beats. The class must be reviewed in the matter of beats. 
Hold up fingers, pointing to one finger for each beat. They 
will see that it takes two fingers for some of the tones. 
Two-beat measure songs are the easiest to start with. Let 
the children stroke on the board or tap on the desks. Do 
not spend too much time on one song. 

We now teach them to tonalize melodies ; that is, they 
are taught to sing by syllable. The teacher sings the syl- 
lables of a song first, a phrase at a time. She has the chil- 
dren sing the song with the words, next with some neutral 
syllables, such as loo, or lazv, and then with the syllables, 
do, re, mi, etc. Next we take up a simple song in which 
we find easy intervals, such as these : do-mi, mi-sol. 

After having analyzed ten or fifteen songs, it is time to 
represent some of the work on the board. Write one phrase 
by note. Make no explanation of the signs or staff. Have 
the children sing the words while the teacher points to the 
notes. Then have them sing the syllables. Later, some 
child can do the pointing. Let different pupils go to the 
board and show where the different pictures for do, mi, fa, 
and sol, etc., are. 

Second Grade. 

In this grade we continue analyzing the songs going 
into the work in detail. 

The phrase. — Tell the children to sing a phrase. Have 



CHURCH AND MISSION SCHOOLS £ 

one row sing the first phrase and another row the second. 
Afterwards three or four persons can take turns singing 
the phrases. 

Measure. — Review the work that develops measure. 
Get members of the class to tell what makes a measure. 
Let some go to the board and represent the beats as the 
class sings. Then ask such questions as these : How many 
beats are pictured on the board? How many strong beats? 
How many weak ones ? How many measures ? How many 
beats? How many beats in a measure? Keep the chil- 
dren singing as much as possible in this work. Represent 
two phrases on the staff. Let them show where the ac- 
cented beats come. Then place the bars -at those points, 
showing that they mark the beginning of the measure. 

Rests. — Put marks on the board representing the beats 
in the phrase of a familiar song containing rests. Put no 
mark where the rests come. Get them to tell you why those 
marks were left out. Finally bring them to the place where 
they will tell you that you need to put a sign where the rest 
comes, indicating that they must not sing at that place. We 
must in some way get the children to realize that the rest 
stands for a beat as much as a note does. 

Tonality. — Take a familiar song, sing the syllables of 
the first phrase for them over and over, letting the children 
repeat them. Let them put marks on the staff where the 
notes should be, while the teacher sings for them. Have 
nothing but one beat tones. Use a key in which do does 
not go lower than the first line, because they do not have 
time to place lines below the staff. 

Third Grade. — Teach rounds having two parts to them 
as an introduction to two-part singing. Let all learn the 
round together before separating the pupils into groups. 

The written work should not be neglected. It should 
supplement what is being taught orally. Let the writing 



48 MANUAL FOR THE USE OF 

be copy-work at first. Call their attention to the details of 
stems, lines, spaces, etc. Put part of a familiar melody on 
the board, leaving out a note now and then. Have the 
children copy it, filling in the missing notes. Have them 
copy the scale on the staff in the key of C. Let them copy 
it, using quarter notes and then using eighth notes. Have 
them complete the notation of familiar songs, the teacher 
writing perhaps three phrases on the board and the children 
writing the fourth from memory. The syllable names for 
the missing part could be placed before them if found neces- 
sary. They should have practice in completing notes. 
Make the heads and let the pupil put on the stems. Have 
them learn and write the tonic chord and give them the 
name for it. 

They should learn to compose melodies. Give them the 
words composing the phrase. Get a child to sing it with 
a tune of his own. After singing it with the words, he 
should sing it with the syllables. Next it should be repre- 
sented on the board. Let the children choose the signature, 
kind of notes, etc., and have them indicate where each note 
of the melody should be placed. 

Fourth Grade. 

Continue the singing of rounds. Do not call the two 
parts soprano and alto. Each child should be allowed to 
sing one part as much as the other. Let the whole class 
learn both parts together, then let the teacher take the upper 
part while the class sings the lower, and vice versa. The 
next step is to divide the class, having the divisions take the 
different parts. 

Chromatic tones. — These tones may be taught in songs or 
they may be taught in the following manner : Teach H first. 
Use three known tones as do, ti, do, having them sing the 
same tones with sol, H, sol. Review this the second day 



CHURCH AND MISSION SCHOOLS 49 

and represent it on a ladder the third day. Call their at- 
tention to the fact that when we sing the scale we do not 
sing ii. Next represent sol, ft, sol on the staff. In follow- 
ing up this work, use only the exercises in which ft is ap- 
proached from sol. They should learn di, ri, si, li in much 
the same manner, using this exercise : — 

Do, do, re, di, re — re, re, mi, ri, mi — mi, fa, sol — ft, 
sol — sol, sol, la, si, la — la, la, ti, li, ti, ti, do — 

To teach te, we use the familiar syllables, sol, fa, mi, and 
then sing the same tones with do, te, la. 

Fifth Grade. 

In this grade the children should be able to sing new 
songs with the words at sight. 

The work in chromatic tones in this grade should be 
more difficult. Teach them to sing from sol to te and to 
jump from any tone of the scale to te; to sing do, te, te, la, 
and to approach di, ri, ft, si, li, from below. 

Sixth Grade. 

Continue the two-part singing. In this grade some of 
the boys will have to sing the low part entirely. Do not use 
rounds a great deal unless they do not go very high. 

Start three-part singing in the following manner : Di- 
vide the pupils into three groups of singers and let them 
take these three parts respectively, — do, mi, sol (sol should 
be held three beats) — do, mi, sol, mi (mi should be held 
two beats) — do, mi, sol, mi, do, (do should be held one 
beat). 

All should take their turns on these parts. 

Then teach the following chords : do, mi, sol as a repre- 
sentative of a major chord, re, fa, la, as a representative of 
a minor chord, and ti, re, fa as a representative of a dimin- 
ished chord. It is well to have the pupils write these chords 



50 MANUAL FOR THE USE OF 

after having sung them. Call them the chord of re, of mi, 
etc., according to the first syllable of the chord. 

Take up the minor scale at this time. All exercises that 
you have taught up to this time which ended in la, you have 
called particular attention to, and have told them that all 
pieces ending in la end in a minor key. 

Have the children sing from do to la below it, and from 
this point to la an octave higher; then tell them that they 
have sung the normal, or old form of the minor scale. Get 
them to tell how they get from the major scale to its relative 
minor. 

Harmonic Minor. — One class sings la, H, do, re, mi, fa, 
and immediately afterward the other sings la, si, la. Then 
the classes change parts. Next the second division should 
think the first la as the teacher points to it but should not 
sing.it. Finally they will be able to sing from fa to si with- 
out a pause. 

Melodic Minor. — Have one class sing la, ti, do, re, mi, 
and the other class follow it with mi, ti, si, la. The second 
division should sing their tones first, using the syllables do, 
re, mi, fa. Do not give them the descending melodic minor 
immediately, for they will probably miss sol if you do. Get 
them to see that these sharpened degrees are not indicated 
in the key signature. 

Seventh and Eighth Grades. 

We give -more attention to music in these grades from a 
pianists's standpoint. If the children are lacking in any of 
the technical knowledge that has been mentioned in this ar- 
ticle, now is the time to teach it. 

If there are boys in the seventh grade who can sing 
bass, introduce the bass clef. Have the entire class sing 
with the basses at first. 

Introduce tenor in the eighth grade. In learning a new 



CHURCH AND MISSION SCHOOLS 51 

piece work on the tenor and bass first. Have the girls sing 
with the boys until they get their parts. Then the four 
parts should be put together without much practice on the 
soprano and alto parts. 



An Outline of the Rational Method of Teaching 
Reading and Spelling 

By Ctto J. Gra* 



Preface 



This outline is intended to be used in connection with 
the " True Education Reader Series," which was recom- 
mended by the Seventh-day Adventist Educational Conven- 
tion held in College View, Nebr., 1906. The method itself, 
however, is based on the " Rational Method in Reading," 
as advocated by E. G. Ward. Helpful suggestions from the 
" Teacher's Manual for the Home and School " and Hoen- 
shel's " Essentials of Orthography and Orthoepy " are also 
incorporated in the outline. 

The chief object of the outline is to guide the teacher 
during the first six or eight weeks of the child's experience 
in learning to read ; during this time the student has no 
books, and the teacher has naught but the blackboard and 
her own ingenuity to help her in her work. Instruction is 
also given that will apply to the teaching of reading in the 
later stages, but the principal emphasis will be placed upon 
these first few weeks, which period has been aptly called 
" The Foundation Work." 



52 MANUAL FOR THE USE OF 

Introduction 

There have been in use by the teachers of this country 
for some time three prominent methods of teaching reading ; 
viz., the Phonic, or a, b, c Method, the Word Method, and 
the Sentence Method. Experience has shown that no one 
of these methods is complete, but that each is strong in some 
respects and weak in others. The Rational Method success- 
fully cpmbines the virtues of these three methods and by 
this combination avoids their individual faults. The Word 
and Phonic Methods when used alone develop thoughtless, 
mechanical, hesitating readers. The Sentence Method when 
combined with them counteracts these tendencies. 

On the other hand, the Word and Sentence Methods fail 
to give the student a key to the language. The child is not 
trained to discover the pronunciation of words from its 
more elementary sounds. This lack is supplied by the 
Phonic Method. 

The outline is self-explanatory. The foundation work 
is grouped under four main heads — the phonograms,' the 
sight words, sentence reading, and ear-training. Be thor- 
ough, and willing to wait for results. Foundation work 
well done is always slow. It will, usually require from six 
to eight weeks; some teachers may need more. 

The Outline 

I. Aims of the Rational Method. 

A. To develop independent and self-reliant readers. 

B. To enable the child to read a greater amount in the 
same length of time, than by other methods. 

C. To so thoroughly drill him in the phonetic principles 
of the language, during the first year and a half, that 
even though he be taken from school soon after, 
his ability to read is assured. 



CHURCH AND MISSION SCHOOLS 53 

77. Definitions of Terms Used in the Outline. 

A. 1 " Phonogram. A written or printed representation 
of a sound, either simple or complex ; " as f, e, 1, ing, 
ight. 

B. " Sight word. A word that has been taught as a 
whole, and is therefore taught by sight alone." 

C. " Phonetic or blend word. A word to be read by 
means of its phonograms." 

D. " Word phonogram. A sight word used as a phono- 
gram in the representation of a longer word ; " as, old 
in i-old, ail in i-ail, an in m-an. 

E. " Blend. The union or combination of sounds simple, 
compound, or both, to form words." 

III. The Foundation Work Consists of: — 

A. Daily drill on phonograms (preparation for phonetic 
reading) . 

i. Teach carefully the sounds * of the first twelve phon- 
ograms in the following order : s, e, m, a, i, ing, o, 
s, Ij.Tj ight, er. 

2. Teach the sounds of the letters, not their names 
(names taught after first half year). 

3. Be sure to pronounce the sounds correctly and in- 
sist on having the children do so. 

4. Teach no new sound until those formerly taught are 
thoroughly learned. 

5. Method of teaching phonograms from the black- 
board. 

a. 2 " Begin with .?. Write it on the blackboard and 
tell the children what it is. Give sound, not 
name. Have them practice it awhile, then leave 

1 E. G. Ward's " Manual of Instruction " is the source of these 
definitions. 

* The vowel phonograms in this list, e, a, i, and 0, have the long 
or macron sound ; and the second ^ has the sound of z. 

2 Selected from " Manual of Instruction," by E. G. Ward. 



54 MANUAL FOB THE USE OF 

it. Many times during the day ask them unex- 
pectedly what it is." Next day teach e, then m, 
and so on. Change the relative positions of the 
letters on the board and frequently have short 
drills on them. 

After four phonograms have been learned, place 
them on sight cards (made of stiff paper about 
four by six inches) for rapid drill. Script only 
is used during this stage of the work (the first 
six or eight weeks). After the study of print is 
begun, the printed phonogram can be placed on 
the back of the card. 

b. Help the children to remember the sounds of the 
phonograms by associating them with drawings 
of animals or objects; as ^ with the snake, r with 
the dog, i with the eye, / with a bell, m with the 
cow. Have a row of the letters issuing from the 
object or animal's mouth. 

c. To vary the drill, sound the phonogram and let 
the children write it, using proper phonetic marks. 

6. Method of teaching phonograms from sight cards. 

a. 3 " Taking the scholars in order, show each a 
phonogram, if he does not name it instantly, 4 " call 
out 'tell,' and' have the others prompt him." 

b. Let one pupil respond to the cards until he makes 
a mistake or hesitates too long. 

c. Let all respond together. 

B. Daily drill on sight words (Word Method). 

i. Teach from the blackboard using script characters 
only, the following sixty sight words : — 

Boy, see, the, me, do, I, can, God, is, good, 5 light, 



3 From " Manual of Instruction," by E. G. Ward. 

4 At first most of the scholars will miss ; pay no attention to this. 
Keep up speed. 

5 This is not a sight word (it is a blend word), but it is needed 
here. 



CHURCH AND MISSION SCHOOLS 55 

made, it, cow, one, grass, you, am, day, like, he, 
now, too, so, no, 6 night, in, not, air, first, was, all, 
does, who, let, are, there, be, water, over, love, him, 
and, well, green, herb, pretty, grow, here, how, any, 
stem, yellow, bud, nut, red, black, or, ill, as. 

2. Use these words 'in short sentences from the begin- 
ning. 

3. Teach 5 and ing forms of such of the sixty words 
as will permit it ; as boy, boys ; love, loving. 

4. As new words are taken up, place them on cards 
and drill as directed for phonograms (see paragraph 
6, under A, under III). After the first sixty 
sight words are mastered, drop this ; it becomes too 
burdensome. 

C. Drill on sentence reading (Sentence Method). 

1. Make sentences very short at first, but have many; 
several relating to the same subject. 

2. After placing the sentence on the board, let the 
class study until they are ready to read it. 

3. When they are ready, have the sentence read with- 
out hesitation, without break, and before you leave 
it, have them read it without looking at it. 

4. Prepare and place on the board in advance, the 
sentences, noting carefully the new words to be in- 
troduced and the old ones to be reviewed. 

5. During the first few weeks, phrases and sentences 
may be placed on sight cards for rapid drill. 

6. Drill for expression and be sure that the pupil gets 
the thought. 

D. 7 Bar training (to be replaced by blend drill after the 
foundation work is done ; i. e., after six or eight 
weeks). 



6 Not a sight word, but is needed here. 

7 This drill is purely oral ; no blackboard or card drill is con- 
nected with it. 



56 MANUAL FOR THE USE OF 

1. The teacher sounds the phonogram for the student 
to discover the word, as, \-ight, n-ight. 

2. The exercise is reversed, and the teacher pronounces 
the word slowly for the student to detect the phono- 
grams. 

IV. General Suggestions for the Foundation Work. 

A. Review and drill constantly. 

B. Do not attempt to carry on all four lines of work at 
each recitation. Two at a time is usually sufficient. 

C. Make the transition from script to print the week or 
two before beginning reader ; i. e., after about five or 
six weeks. 

D. 8 Methods of transition. 

1. Show similarity between script and print. Help 
the children to see that there is no real change here. 
The words are just the same ; we only put new 
clothes on them, just as Mary and Tom put on new 
clothes when they go to Sabbath-school. Take 
words with which the children are familiar, and 
show how by adding a few marks to the print, it 
becomes script and by removing the same from 
script, it becomes print. 

2. Place familiar sentences on the board, both in script 
and print, one just above the other. Let the stu- 
dents read first the script, then the print. Now 
erase the script and have them read the print ; or 
cover the script and let the pupil see it only when 
he comes to a word in print that he does not know. 

3. Place on the board a short sentence in print, then 
write in different places on the board the words of 
the sentence. Point to one of the words in script, 
have the scholars pronounce it and find the same 



8 These methods are merely suggestive, the energetic teacher will 
add to these other helpful methods of her own invention. 



CHURCH AND MISSION SCHOOLS 57 

word in the printed sentence. In the same way deal 
with all the words of the sentence. 

After blackboard print has been pretty well mas- 
tered, choose a convenient sentence from the reader ; 
write its words on the board in irregular order as 
before, have "these script words pronounced then 
found in the sentence in the book. Keep this up 
until the students are familiar with book print. 
E. When the pupils can read the print with but seldom 
reference to the script, they are ready for the book. 
V. Book Work. 

i. Book reading. 

2. Drill on phonograms. 

3. Drill on sight words. 

4. Drill on the blend. 

5. Articulation drill. 

A. Some time should be given in every reading recitation 
to one or more of the last four lines of work, aside 
from book reading, which now is given much of the 
time of each recitation. 

B. Begin drill on new phonograms and sight words a 
day or two before reaching the lesson in which they 
are found. 

C. Students above the first grade, who have not received 
the training of the Rational Method, should be given 
the phonogram drill, the blend drill, and the articula- 
tion drill, even though they are using readers not 
adapted to this method. 

D. Blend drill (not a sight drill). 

1. This drill consists in the reading of single blend 
words. 

2. Never should a blend word be pronounced for a 
child. Allow him the pleasure of discovering it 
from its elementary phonograms. 



58 MANUAL FOR THE USE OF 

3. Method. Place on the board a word — sin, for ex- 
ample. Ask for the sound of ^ (covering the rest 
of the word if need be), then the sound of in. Now 
have the student blend the two sounds in pronuncia- 
tion of the word. When this is mastered put f, 
then t, in place of s and drill as before. 

After the students have had some experience in 
blending, it will be sufficient to divide the word into 
its phonograms, from which the students will dis- 
cover the word ; and in time no aid at all should be 
necessary. 

4. The object of this drill is not to memorize the words 
as with the sight words, but to recognize them read- 
ily from their more elementary sounds. 

E. Articulation drill. 

1. Choose from the lesson six or eight words especially 
liable to careless pronunciation. Drill on the cor- 
rect articulation of these until the students have 
mastered them. 

2. Special drills on the following exercises are recom- 
mended. Have them given slowly at first, then in- 
crease the speed to that of rapid conversation. The 
longer exercises may be copied on the blackboard 
to be read by the pupils. 

a. 9 Shave a cedar shingle thin. 

b. She sells sea-shells ; shall he sell sea-shells ? 

c. Some shun sunshine: do you shun sunshine? 

d. A big, black bug bit a big, black bear. 

e. Eight great, gray geese grazed gayly into Greece. 
/. Sam Slick sawed six slim, sleek, slender saplings 

for sale. 



9 These exercises are selected chiefly from Hoenshel's " Essen- 
tials of Orthography and Orthoepy," and the Pacific Union Confer- 
ence " Teachers' Manual." 



CHURCH AND MISSION SCHOOLS 59 

g. Round the rough and rugged rocks the rude and 
ragged rascals ran. 

h. Summer showers and soft sunshine shed sweet in- 
fluence on spreading shrubs and shooting seeds. 

i. Peter Prangle, the prickly, prangly pear-picker, 
picked three pecks of prickly, prangly pears from 
the prickly, prangly pear tree. 

;'. Amidst the mists and coldest frosts, 
With barest wrists and stoutest boasts, 
He thrusts his fists against the posts, 
And still insists he sees the ghosts. 

k. A white bootblack offered to black a black boot- 
black's boots. The black bootblack, being willing 
to have his boots blacked by his fellow bootblack, 
the blootblack who had agreed to black the black 
bootblack's boots, began the work of blacking the 
black bootblack's boots. 

/. Theophilus Thistle, the successful thistle sifter, in 
sifting a sieve full of unsifted thistles, thrust three 
thousand thistles through the thick of his thumb ; 
now, if Theophilus Thistle, the successful thistle 
sifter, in sifting a sieve full of unsifted thistles, 
thrust three thousand thistles through the thick 
of his thumb, see that thou, in sifting a sieve full 
of unsifted thistles, thrust not three thousand this- 
tles through the thick of thy thumb. Success to 
the successful thistle sifter. 

a. His small eyes — not, his small lies. 

b. Don't you think so ? — not, don't chew think so ? 

c. She keeps pies — not, she keeps spies. 

d. See the small eggs — not, the small legs. 

e. He was killed in war — not, he was skilled in war. 

f. Bring me some ice — not, some mice. 

g. Did you say, " I scream," or " ice cream "? 



60 MANUAL FOR THE USE OF 

h. Did you say, " a nice house," or " an ice house "? 

i. My brothers ought to owe nothing — not, my 
brother sought to owe nothing. 

j. Did you say you saw the spirit sigh, or the spirit's 
eye, or the spirit's sigh? I said I saw the spirit's 
eye : not the spirit sigh, nor the spirit's sigh. 

a. Cabin, not cab'n ; captain, not cap'n ; barrel, not 
f barr'l ; history, not hist'ry ; sev-er-al, not sev'ral ; 

mem-o-ry, not mem'ry ; trav-el-er, not trav'ler ; 
fam-i-ly, not fam'ly; dif-fer-ent, not dif'rent; ge- 
og-ra-phy, not ge-og-a-phy. 

b. Commands, not commans ; humble, not umble ; 
consists, not consiss ; Feb-ru-ary, not Febuary ; 
kept, not kep ; or, not er. 

c. Fear-less, nor fear-luss ; been (bin), not ben; 
acts, not acks or ax; chil-dren, not chil-drin; 
judg-ment, not judg-munt; of, not uf; was, not 
wuz. 

VI. 10 Spelling, Writing, and the Alphabet. 

A. Writing and spelling should begin soon after read- 
ing. Teach words from the reading lesson. Do not 
teach oral spelling and the names of the letters during 
the first half year. 

B. The sentence method. 

I. The teacher writes on the board repeatedly a short 
sentence, as " I see," then asks the children to write 
it. After, by repeated copying, they can reproduce 
it without the copy, she adds a word and the sent- 
ence becomes, " I can see ; " when this is mastered, 
the sentence, " Do see me " is taught, then, " I see 
the cow," etc. 



10 The method outlined here is based chiefly on the method ad- 
vocated by E. G. Ward. In the choice of vocabulary and other- 
wise, however, it is designed to be used in connection with the 
" True Education Reader Series." 



CHURCH AND MISSION SCHOOLS 61 

2. The following twenty words are thus taught in 
sentences, while the foundation work is being done : 
I, see, can, me, do, the, cow, a, you, now, God, is, 
good are, not, am, he, all, made, grass. 

3. When the children have thus learned to write and 
spell six or eight words in sentences, with and with- 
out the copy before them, considerable time is spent 
in teaching them to write the sentence from dicta- 
tion. This will be slow and tedious work, but it 
secures valuable results if faithfully done. 

4. The teaching of new words is again resumed, but 
now two new words at a time are introduced, it hav- 
ing been learned that two new words can be taught 
with practically the same effort necessary for the 
teaching of one new word. The sentences, how- 
ever, must be short. 

5. After half a dozen additional words have been 
taught, dictation exercises again replace the word 
teaching. 

6. Only during the latter part of the first half year 
should the sentences reach the length of six words. 

7. While the teacher is dictating, the students should 
look at their instructor, not at their slates or papers, 
and begin writing only after the sentence has been 
spoken. 

8. Do not repeat for the careless and forgetful student. 

9. Never teach both members of a pair of homonyms 
together. 

10. During the first half year, about one hundred words 
should be taught by this (sentence) method. 
C. The series method. 

I. This method takes advantage of the common ele- 
ment that is found in such a series of words as the 
following: at, bat, cat, fat; or, fun, gun, run. This, 



62 \ MANUAL FOR THE USE OF 

together with the Sentence Method, is used during 
the second and third half-years of the child's school 
life. 
2. Homonyms and useful words not occurring in a 
series of three or more (i. e., where there are not 
three or more words in the series) should be taught 
by the Sentence Method. 
3. Method of teaching. 

a. The teacher first selects the series, carefully ex- 
cluding all words containing letters that have not 
been taught as phonograms, and words of which 
the students do not know the meaning. 

b. Next, the names of all the letters found in the se- 
ries of words are taught. 

c. Model lesson. Write on the board the element 
" in " (or some other short element, as " at " or 
"hie"). Use diacritical markings in helping 
student to pronounce it ; then erase and write with- 
out markings. 

The lesson proceeds as follows : — 

Teacher. — What is this, children ? 

Children. — In. 

T. — Close your eyes. How many remember 
how " in " looks ? Raise your hands. Now open 
your eyes and write " in " on your tablets. 
(Those who have failed are given one more op- 
portunity and the lesson progresses.) 

T. — What is this on the blackboard? 

C.— In. 

T. — (Prefixing an s.) Now what is it? 

C. — Sin. 

T. — Close your eyes. How many know how 
" sin " looks ? Open your eyes and write it. 
(The teacher then prefixes t and b. The three 



CHURCH AND MISSION SCHOOLS 63 

words thus formed will be enough for beginners.) 
Have work erased and let the children write 
the same words from dictation, without black- 
board aid. Close with a snappy drill on the oral 
spelling of these words. 

d. Review frequently. 

e. Grade words carefully. Series in which the com- 
mon element has three letters should not be used 
while series with two-letter elements, just as use- 
ful, still remain. 

/. About the middle of the second year teach the let- 
ters in their alphabetical order, if the children 
have not already learned them in this order. 

Program for Daily Foundation Work u 
(The blackboard is used throughout this stage of the work.) 

1ST DAY. 

Phonograms* — s, e. (See page 53.) 
Sight words — boy, the. (See page 54.) 

2ND DAY. 

Phon.— s, e, m. 

S. words — see, me. 

3RD DAY. 
Phon. — m, e, s. 
5*. words — I, do. 



11 This program is arranged to complete the foundation work in 
six weeks. The teacher, however, who has four or more grades to 
teach, will be doing exceptionally well if she carries out this pro- 
gram and does thorough work. It is, therefore, suggested that 
when the teacher finds the program progressing more rapidly than 
she can do good work, she drop the program for a day or two 
and review ; then take up the work again as outlined. Thus eight 
or even more weeks may be required for the foundation work. 

* All vowel phonograms in this program have the long or macron 
sound. 



64 MANUAL FOR THE USE OF 

Spell and write — I see. (Always in sentence or phrase — 
see page 60.) 

4TH DAY. 
Phon. — m, e, s. 
S. words — ■ God, is. 
Spell and write — I see. 

5TH DAY. 

Phon. — ! m, e, s. 

S. words — good, can. 

Spell and write — I see. 

6th day. 
Phon. — m, e, s. 
S. words — all, does. (Begin use of sight cards — see 

page 55.) 
Spell and write — I can see. 

7TH DAY. 
Phon. — ■ s, e, m, a. 
S. words — light, in. 
Spell and zvrite — I can see. 
Bar training — see. (See page 55.) 

8th day. 
Phon. — s, i, m, a. (Begin drill with sight cards — see 

Page 54.) 
5. words — made, it. 
Spell and zvrite — 12 See me. 
Bar Tr. — see, me. 

C/TH DAY. 

Phon. — s, e, m, a, i. 
S. words — cow, on. 



12 These sentences given for spelling and writing are only sug- 
gestive. The words given in this program should be arranged in 
as many short sentences as possible. 



CHURCH AND MISSION SCHOOLS 65 

Spell and write — Do see me. 
Bar Tr. — see, me. 

IOTH DAY. 

Phon. — s, e, rri, a, i. 
S. words — on, grass. 
Spell and write — the cow. 
Bar Tr. — made (m and a). 

IITH DAY. 

Phon. — s, e, m, a, i, ing. 

S. words — you, am. 

Spell and write — the cow. (Review constantly, putting 

words in sentences.) 
Bar Tr. — made. 

Add ing to the word see. (See page 55.) 

I2TH DAY. 

Phon. — s, e, m, a, i, ing. 
S. words — day, like. 
Spell and write — I see a cow. 
Bar Tr. — seeing. 

13TH DAY. 
Phon. — s, e, m, a, i, ing, o. 
S. words — he, now. 
Spell and write — dictate sentences already taught. (See 

page 61.) 
Bar Tr. — see, me, made. 

14TH DAY. 
Phon. — s, e, m, a, i, ing, o. 
S. words — too, so. 

Spell and write — dictate sentences already taught. 
Bar Tr. — so. 

15TH DAY. 
Phon. — s, e, m, a, i, ing, o, s.* 

* Give this ^ the sound of z. 



06 MANUAL FOR THE USE OF 

S. words — no, night. 

Spell and urite — dictate sentences already taught. 

Bar Tr. — see, me, made, so, seeing. 

i 6th day. 
Phon. — ■ s, e, m, a, i, ing, o, s.* 
S. words — not, air. 

Spell and write — dictate sentences already taught. 
Bar T/r. — see, me, made, so, seeing. 

17TH DAY. 
Phon. — review constantly. 
S. words — first, was. 

Spell and write — I see you now. (See page 61.) 
Bar Tr. — 13 Add s* to boy, cow, day. (See page 55.) 

1 8th day. 
Phon. — / and review. 
S. words — who, let. 
Spell and write — review. 
Bar Tr. — review and add ^ to light and night. 

19TH DAY. 
Phon. — review. 
S. words — are, there, be. 
Spell and write — God is. 
Bar Tr. — review. 

20TH DAY. 

Phon. — r and review. 
5. words — water, over. 
Spell and write — God is good. 
Bar Tr. — add ing to be. 

2 1 ST DAY. 
Phon. — review. 



* Give this s the sound of 2. 

13 Strictly speaking, this is not ear training ; it is an advance step 
toward the blend drill which replaces the ear training when the 
foundation work is completed. (See page 57.) 

LOFC. 



CHURCH AND MISSION SCHOOLS 67 

S. words — love, him, and. 
Spell and write — You are good. 
Bar Tr. — review. 

22ND DAY. 

Phon. — ight. 

S. words — well, green. 

Spell and write — review. 

Bar Tr. — 1-ight. (See page 55.) 

23RD DAY. 
Phon. — review. 
S. words — herb, pretty. 
Spell and write. — I am not good. 
Bar Tr. — see, me, so, seeing, light. 

24TH DAY. 
Phon. — er. 

S. words — grow, here. 
Spell and write — Dictate sentences already taught. ( See 

page 61.) 
Bar Tr. — add s * to grow and herb. 

25TH DAY. 
Phon. — review. 
S. words — how, any, stem. 

Spell and write — Dictate sentences already taught. 
Bar Tr. — add ing to grow. 

26TH DAY. 
Phon. — begin transition from script to print. (See page 56.) 
S. words — yellow, bud. 
Spell and write — He can see all. 
Bar Tr. — add 5 * to bud and stem. 

27TH DAY. 
Phon. — transition. 
S. words — nut, red, black. 



* Give this ^ the sound of z. 



MANUAL FOR THE USE OF 



Spell and write — review. 
Bar Tr. — review. 

28TH DAY. 
Phon. — transition. 
S. words — or, ill, as. 
Spell and write — God made the grass. 
Bar Tr. — see, me, so, light, growing. 

f 2C)TH DAY. 

Phon. — transition and review. 

S. words — transition and review. 

Spell and write — Dictate sentences already taught. (See 

page 61.) 
Bar Tr. — review. 

30TH DAY. 
Phon. — transition. (See page 56.) 
S. words — transition. 

Spell and write — Dictate sentences already taught. 
Bar Tr. — review. 



During the next week, or as long as necessary (see page 
56), review the past work and spend the rest of the time 
on transition from script to print. 



CHURCH AND MISSION SCHOOLS 69 

Recommendations Passed at a Convention of Teach- 
ers Held at East Lake, Tenn., May 2 to June 
12, 1907 

1. Recognjzinq the need of thorough qualification on the 
part of our church and mission school teachers, — 

We recommend that each teacher be urged to read at 
least two books on some phase of education each year ; and 
that for the present year these books be " Education " and 
11 Welsh's Talks to Teachers." 

2. We recommend that two grades of certificates be 
granted. The first grade being issued to those who pass 
a satisfactory examination on the required branches, and 
complete the books of the reading circle for the year ; this 
certificate to be good for a term of two years, and to be re- 
newed in case the holder has been engaged in successful 
teaching. 

The second grade certificate, good only for one year, 
shall be issued to those who fall below a minimum grade in 
not more than two of the required branches, or who fail to 
complete the books assigned in the reading circle. 

A permit may be granted at the discretion of the Educa- 
tional Secretary of the Union Conference to other persons 
who have not passed the examination. This permit shall 
be good for one term only and for a specified school, where 
the services of such teacher may be requested. 

3. We recommend that all certificates and permits be is- 
sued by the Educational Department of the Union Confer- 
ence, and endorsed by the Educational Secretary of the local 
conference. 

4. We recommend, That persons holding diplomas from 
the Normal Department of one of our Training Schools be 
granted a certificate upon presentation of such diploma. 



70 MANUAL FOR THE USE OF 

5. We recommend that the Educational Secretary of the 
Southern Union Conference prepare questions on the books 
of the reading circle, and grant a certificate to those who can 
satisfactorily answer them. 

6. That a committee composed of the Educational Sec- 
retary, the Superintendent of the Mission Schools, the prin- 
cipal of the Southern Training School, and two church 
school ^teachers appointed by the other three members of the 
committee select the books to be read each year hereafter. 

7. We recommend that the Department of Education ar- 
range to supply the schools of the Southern Union Confer- 
ence with suitable form registers in which to keep perman- 
ent school records. 

8. We recommend that the one session plan be adopted 
in our primary schools, except where conditions render such 
a course impracticable. 

9. We recommend that all teachers be urged to report 
promptly to the Educational Secretary of the conference in 
which they may be engaged ; and that the blanks already ap- 
proved by this Convention be employed in making such re- 
ports. 

10. We recommend that each teacher solicit in the com- 
munity in which she may be engaged a sum equal to twenty- 
five cents for each pupil under her instruction, the same to 
be sent to the Treasurer of the Union Conference, and to be 
a fund for defraying the expenses of future educational con- 
ventions. 

11. That we request the Union Conference to retain any 
sum that may remain after paying the expenses of this Con- 
vention as a fund to assist in meeting the expenses of future 
meetings of like nature. ' 



F^NEL 


ite™° 


l^rl 


f ^\L.Smit\j 


___^ .»± 



Daniel and the 
Revelation 

The Response of History 
to the Voice of Prophecy 

By URIAH SMITH 



' 'Surely the Lord God will do nothing, 
but he revealeth his secret unto his ser- 
vants the prophets." Amos 3 : 7. 



THIS is a most intensely interesting and instructive 
volume of 900 pages, in which are brought to light 
many wonderful things concerning our own times. 
This book clearly shows that the trend of recent 
events portends the rapid approach of the most solemn, 
momentous time in the history of this world — the time 
when the Lord shall arise to shake terribly the earth. 

"Daniel and the Revelation" has been before the reading 
public for a number of years, already having been translated 
into a number of languages. Every page stirs the mind of 
the reader by its vivid portrayal of present truth. This 
book, alone, has brought many to a saving knowledge of 
the plan of salvation. It gives a verse by verse study of the 
books of Daniel and the Revelation, with references to many 
other scriptures and eminent Bible critics and historians. 

No one can afford to miss the opportunity offered in this 
book of studying the history of the past in connection with 
present developments in the light of these prophecies. 

The new edition has been profusely re-illustrated through- 
out. There are about eighty full-page illustrations, some 
of which are beautifully colored, besides numerous illus- 
trated chapter headings, etc. The type is new, clear, and 
large. 

Agents wanted in every locality 

POSTPAID PRICES 

Cloth, marbled edges, side title and back stamp In white foil and gilt, 12.50 
Library, marbled edges, gilt back stamp, ------- \ - 3.50 

Full Morocco, side stamp and back title In gilt, marbled edges, - 4.50 

SOUTHERN PUBLISHING ASSOCIATION 

Fort Worth, Texas NASHVILLE. TENN. Hickory. N. C. 



Thought: Its Origin and Power 



By Eliza H. Morton 

THIS is a handsomely bound volume of 
nearly 300 pages, well illustrated and 
printed on an extra good quality of 
paper. It is designed for the one who 
desires to understand the true relation of the 
power of thought to the eternal welfare of the 
individual. There 
are those who 
teach that God 
dwells in every in- 
dividual, and 
therefore every 
person may de- 
velop the good 
which is in himself 
and ultimately at- 
tain to perfection, 
by thinking right 
thoughts. 

The ultimate 
conclusion of this 
doctrine is that 
every man may be- 
come his own sa- 
viour. This teach- 
ing is very insidious 
in its nature, and should be carefully guarded 
against by a thorough understanding of the 
power and capabilities of the mind, and the 
relation of right thought to the Source of all 
wisdom. Printed in terracotta; beautiful three- 
color cover design on gray cloth. Postpaid, $1. 



Southern Publishing Association 

Nashville, Tennessee 

Fort Worth, Texas Hickory, N. C. 




THE CHANGE OF THE SABBATH 

By Geo. I. Butler 

This is the best text and reference book on this important 
question that is published. The origin and character of the 
true Sabbath day and its rival are clearly presented. 

In full cloth covers, 50c. Paper covers, 25c. 



bible: footlights 

for the PILGRIM'S PATH 

By XOilliam H. Granger 

A book of real worth that plainly sets forth the true Bible 
teaching on Inspiration, Redemption, Righteousness, Sab- 
bath-keeping, and other im- 
portant doctrines. It also pre- 
sents the fulfillment of many 
prophecies as evidence to show 
what will be the future of the 
nations and religions of this 
earth, and what the nature and 
nearness of Christ's second ad- 
vent. All the important phases 
of present truth are carefully 
and candidly presented for the 
interested seeker for truth. 
The lessons are brought out by 
means of questions answered 
by Bible texts and copious 
notes. There are nearly twenty full-page illustrations, be- 
sides a number of small cuts and prophetic diagrams. It 
contains 322 pages, in clear type, besides the illustrations. 
It will please, interest, and instruct every reader. 

Cloth covers, fine three-color ink design, - - $1.00 
Presentation edition, beveled covers, gilt edges, - 1.50 




For either of the above books address 

SOUTHERN PUBLISHING ASSOCIATION 

Ft. Worth, Texas NASHVILLE. TENN. Hickory. N. C. 



NOV 9 



1202. 



15 he Watchman 



■Special Features 

Conditions and Opportunities in the South 
Concerning Our Missions 

&he Scrap BooK. Idea 
t Exposition of "Bible &ruth 

Home department 
Fulfillment of 'Prophecy- 
Health and temperance 

&hings Here and &here 

Editorial JVotes and Com- 
ments 

A sixteen-page weekly religious magazine for the home. 
It is nicely and appropriately illustrated. Its various de- 
partments make it interesting and instructive to all. It is 
brimful of present-day gospel truth. Especial prominence 
is given to the great lines of Bible prophecy which show 
that we are now living in the days just prior to the second 
and glorious coming of the L/ord Jesus. The power of the 
Gospel in preparing people for that event is clearly shown. 

Sample copies sent on request. Agents wanted in every 
locality to sell clubs of the "Watchman every week. Corre- 
spondence solicited with persons who are interested in 
working for the soul's salvation of others, and who will 
put forth definite efforts to carry the news of salvation to 
others. 

SUBSCRIPTION RATES: 12 months, $1.00; 6 months, 
50 cents ; 3 months, 25 cents. 

In Clubs of 5 or more in one wrapper to one name and 
address, per year, each, 75 cents. 

Foreign, $1.50 per year. Clubs to Canada, $1.00. Clubs 
to other foreign countries, $1.25. 



^/iddresj all correspondence io the 

Southern 'Publishing Association 
JVashxJille. Tennessee 



